MINISTRY OF EDUCATION, ARTS AND CULTURE...ministry of education, arts and culture namibia senior secondary certificate (nssc) for implementation in 2019 for first examination in 2020

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FOR IMPLEMENTATION IN 2019

FOR FIRST EXAMINATION IN 2020

DESIGN AND TECHNOLOGY

ORDINARY LEVEL

SYLLABUS CODE: 6187

GRADES 10 – 11

Ministry of Education, Arts and Culture National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, Arts and Culture, 2018

Design and Technology Syllabus Ordinary Level Grades 10-11 ISBN: 978-99916-66-8-8 Printed by NIED Publication date: 2018

TABLE OF CONTENTS

1. Introduction ..................................................................................................................... 1

2. Rationale ........................................................................................................................ 1

3 Aims ..……………………………………………………………………………………..………2

4. Additional information ..................................................................................................... 2

5. Learning content ............................................................................................................. 3

5.1 Part 1 Compulsory .......................................................................................................... 4

5.2 Part 2 Options ................................................................................................................. 9

a Design communication ............................................................................................. 9

b Resistant materials ................................................................................................. 14

c Technology ............................................................................................................. 19

6. Assessment objectives.................................................................................................. 31

7. Scheme of assessment ................................................................................................. 32

8. Specification grid........................................................................................................... 33

9. Grade descriptions ........................................................................................................ 34

10. Criteria for assessment of project .................................................................................. 39

Annexe A Coursework assessment summary form .............................................................. 41

Annexe B: Glossary of terms used in design and technology teaching and assessment

activities ............................................................................................................... 43

Annexe C: List of tools for the learners' needs depending on choice of option ...................... 45

NOTE: This syllabus is not available to part-time learners.

NSSCO Design and Technology syllabus, NIED 2018

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1. INTRODUCTION

The Namibian Senior Secondary Certificate Ordinary (NSSCO) level is designed as a two year course for examination after completion of the Junior Secondary phase. The syllabus is designed to meet the requirements of the National Curriculum for Basic Education (NCBE) and has been approved by the National Examination, Assessment and Certification Board (NEACB). The Namibian National Curriculum Guidelines, applicable at the stage of Senior Secondary education (Grades 10-12) and at equivalent stages of non-formal education, as part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education. The Namibian National Curriculum Guidelines:

recognise that learning involves developing values and attitudes as well as knowledge and skills

promote self-awareness and an understanding of the attitudes, values and beliefs of others in a multilingual and multicultural society

encourage respect for human rights and freedom of speech

provide insight and understanding of crucial "global" issues in a rapidly changing world which affect quality of life: the AIDS pandemic, global warming, environmental degradation, misdistribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity

recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively

seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society

Thus the Namibian National Curriculum Guidelines provide opportunities for developing essential, key skills across the various fields of study. Such skills cannot be developed in isolation and they may differ from context to context according to a field of study. The key/essential skills are:

communication skills

information skills

numeracy skills

self-management and competitive skills

problem solving skills

social and co-operative skills

physical skills

work and study skills 2. RATIONALE

The primary goal of Design and Technology is to increase the technological literacy of learners. Technological literacy is the understanding of and capability of using the technologies necessary to live and work in a technological society. Every learner lives in a world where decisions concerning technology have a significant impact on their careers, well-being and overall quality of life. The Design and Technology syllabus is designed to build on knowledge and skills acquired in the Junior Secondary Education in order to prepare young male and female Namibians for the demand of the technological world of the 21st century. It will therefore equip them with a variety of knowledge, skills and attitudes that not only prepare them for further training and


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employment, but for life in general. Learners engaged in Design and Technology activities will develop a better understanding of the role of technology in society, nurture an appreciation for the importance between and among technological systems, solve technological problems through the application and use of tools, materials and processes, investigate and study the technological world of the past, present and future and analyse technological systems and the impact of these systems on the environment and society. 3. AIMS

The aims of the syllabus are the same for all learners. They are set out below and describe the educational purposes of a course in Design and Technology for the NSSCO examination. They are not listed in order of priority. The aims are to: extend and deepen knowledge and understanding relating to design activities to under

pin personal engagement in analysis, synthesis and implementation provide opportunities for experiential development of design and implementation skills stimulate aesthetic sensibility and develop critical faculties in the context of technical,

economic and moral value judgements develop an awareness of the significance of design and technology upon society provide an opportunity for the learner to initiate personally and to accept major

responsibility for the organisation and management of a project 4. ADDITIONAL INFORMATION 4.1 Guided learning hours The NSSCO level syllabuses are designed on the assumption that learners have about 130 guided learning hours per subject over the duration of two years, but this is for guidance only. The number of hours required to gain the qualification may vary according to local conditions and the learners’ prior experience of the subject. The National Curriculum for Basic Education (NCBE) indicates that this subject will be taught for 8 periods of 40 minutes each per 7-day cycle, or 6 periods of 40 minutes each per 5-day cycle, over two years. 4.2 Prior learning It is recommended that learners who are beginning this course should have previously studied Design and Technology in Grades 8 and 9. 4.3 Progression NSSCO levels are general qualifications that enable learners to progress either directly to employment, or to proceed to further qualifications. Learners who are awarded grades C to A* in NSSCO are well prepared to follow courses leading to Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level Design and Technology 4.4 Support materials and approved textbooks NSSCO syllabuses, question papers, examiner reports and assessment manuals in subjects, where applicable, are sent to all schools. Approved learning support materials are available on the Senior Secondary Textbook Catalogue for Schools.


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5. LEARNING CONTENT

The curriculum content is set out in two parts: Part 1 Compulsory The following topics will be addressed:

1. Conservation 2. Health and safety 3. Materials 4. Design 5. Making 6. Evaluation 7. Design and Technology in society 8. Aesthetics 9. Ergonomics 10. Energy

Part 2 Options From Part 2, learners follow only ONE of the three alternatives:

A Design Communication

The following topics will be addressed:

1. Communication skills 2. Geometry 3. Drawing systems

B Resistant Materials

The following topics will be addressed:

1. Wood/timber 2. Plastics 3. Metal

C Technology The following topics will be addressed:

1. Structures 2. Mechanisms 3. Electronics 4. Integration of systems


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5.1 PART 1 COMPULSORY It is envisaged that this compulsory content (Part 1) will be covered in an integrated manner in the teaching of the optional specialist area from Part 2.

TOPIC GENERAL OBJECTIVES

Learners will:

SPECIFIC OBJECTIVES

Learners should be able to:

1. Conservation

understand conservation methods for natural resources

list and describe conservation methods for natural resources draw up a comparison of advantages and disadvantages of listed

conservation methods illustrate and apply recycling as a method of conserving natural

resources suggest and describe ways of using recycling to conserve natural

resources

carry out an elementary study on conservation methods to - identify a locally applied conservation method - determine from the study the positive/possible positive results

of the identified conservation method

2. Health and safety understand health and safety regulations according to National Occupational Safety Association (NOSA) standards applicable to designers, manufacturers and consumers

identify possible work hazards in the workshop including, eye, fire, respiratory hazards

state possible ways to minimise or control the identified work hazard

apply health and safety regulations (NOSA), applicable to designers and consumers including - correct selection of materials and finishes - safety in terms of function and product maintenance

apply health and safety regulations (NOSA), applicable to workers within the production environment including - storage and use of tools and equipment - materials, chemicals, solvents, finishes - flammable and toxic substances

-


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Learners will:

SPECIFIC OBJECTIVES


2. Health and safety (continued)

understand health and safety according to National Occupational Safety Association (NOSA) standards applicable to designers, manufacturers and consumers (continued)

apply health and safety regulations (NOSA), applicable to personal safety including - protective wear including eye protection, clothing - machine guards - dust and fume extraction - disposal of waste - use of barrier creams - accident procedure

apply health and safety regulations (NOSA), applicable to environmental effects including - the disposal of chemicals used to manufacture products - the reduction in the common use of chemicals dangerous to

the environment e.g. bleaches, CFCs, toxic materials - the need to dispose of redundant products in a safe and

environmentally friendly way - making use of colour associations, i.e. red for danger, yellow

for caution and green for safety apply safety regulations for a range of materials (wood, metals,

plastic), tools and equipment

know first aid procedures describe the treatment of cuts, bruises, burns and electrical shocks, when the body goes into shock

describe the preventative measures of handling any contagious infections (HIV and AIDS)

3. Materials demonstrate a general working knowledge of resistant materials, paper and card, and how they may be processed

explain the considerations required in the selection of materials and components to ensure suitability for purpose

define and explain the principles of processing materials, including forming, shaping, joining and finishing

describe common forms of processing materials, including forming, shaping, joining and finishing


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Learners will:

SPECIFIC OBJECTIVES


4. Design understand design needs/requirements identify and describe needs and opportunities for design and technological improvement

develop the skill to compose a design brief

identify the constraints imposed by access to information, resource availability and/or external sources which influence proposed solutions

gather, order and assess information relevant to the solution of practical/technological problems

write a concise design brief

know the procedures to carry out research on a problem area

produce and/or interpret data (e.g. diagrams, flow charts, graphs, experimental and test results)

know how to draw up a design specification for a proposed solution

from analysis of a situation, draw up a concise and detailed specification of requirements

understand the importance of generating possible ideas to realise the final product/s

generate and record ideas as potential solutions to problems using a range of techniques

use technical vocabulary, number skills, colour, shading and other media to produce sketches, models, diagrams, drawings and written materials to communicate their ideas clearly

identify the resources needed for the solution of practical/technological problems

use a variety of media and equipment to produce models and mock-ups as a means of exploring a problem and as a means of testing the feasibility of a solution

recognise the need for continuous appraisal of their own progress, thinking and decision making, in order to provide themselves with opportunities for review

relate these judgements to the purpose of their study, in particular the specification which they set themselves

know how to develop a detailed design proposal for the final product

select and develop a solution after consideration of time, cost, skill and resources

organise and plan in detail the production of the selected solution


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TOPIC GENERAL OBJECTIVES Learners will:

SPECIFIC OBJECTIVES Learners should be able to:

5. Making develop the skill to make their final product

outline correct procedures for their preparation in making their final product

select and use a variety of common materials, components and media to make their final product following appropriate procedures

list the correct and accurate methods of drawing, marking out and testing

select appropriate processes for shaping, forming, cutting, joining, fitting, assembling and finishing a variety of materials

apply the correct and safe use of hand and machine tools and equipment

apply all mandatory and other necessary safety precautions relevant to the use of a variety of tools, machines, materials and other resources

explain the concerns for economy in the use of materials, components, media, time, energy and other resources

make their final product

6. Evaluation know the importance of and develop the skill to evaluate others’ and their own products

evaluate existing products/systems, the work of others and their own work

check the performance of the product/solution against the original specification

use different methods and sources to assess the effectiveness of a product (e.g. sampling, questionnaires, interviews)

suggest any possible modification and improvements (consideration to include functional, safety, aesthetic, ergonomic and economic factors)

7. Design and Technology in society

become aware of the effects of Design and Technology in society

evaluate the effect of design and technology activities on social, environmental and economic issues

discuss the role of designers, craftsmen and technologists in industry and society

take account of human needs in aspects such as aesthetics, ergonomics, economics, environmental, cultural and social


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Learners will:

SPECIFIC OBJECTIVES


8. Aesthetics appreciate the importance of aesthetics distinguish the use of line, shape, form, proportion, space, colour and texture as appropriate to their designed solutions and the work of others

9. Ergonomics understand the use of ergonomics define and explain the concept of ergonomics and the use of anthropometric data in their own design work and that of others

10. Energy understand different forms of energy and their uses

compare the main differences of the following sources of energy: - wind - water - solar - fossil fuel

discuss the inefficiencies of energy conversion describe and explain the concept of conservation in terms of

energy describe and explain the terms:

- finite supply - infinite supply - renewable energy sources - non-renewable energy sources


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5.2 PART 2 OPTIONS Learners will be expected to have followed ONE of the following options: A Design Communication B Resistant Materials C Technology It is compulsory for the learners opting for Technology to have Mathematics and Physics/Chemistry as part of their field of study. Schools should ensure that the appropriate materials, tools and equipment are available when selecting which option to avail to the learners (see Annexe C). It is recommended that the approach to the following objectives should be a practical one wherever possible and that their delivery to learners be used as the vehicle for delivering Part 1 (Compulsory) such that the syllabus is seen as a single and integrated area of study. A Design communication

Introduction This area of study is concerned with developing skills used by designers within the context of design activities in the design studio. Additionally it is intended to foster an awareness of the importance of communication techniques concerned with promotion and illustration of ideas and their interrelationship with all stages in commercial manufacture and promotion. This includes an awareness of how the use of computers can assist in the design of products. [Practical experience of Computer Aided Drafting (CAD)/ Computer Aided Manufacturing (CAM) is not expected.] It is envisaged that the content of this option will be taught through reference to the role that design graphics and realisation have in one or more of the following areas: Architectural graphics Corporate identities, logos, trademarks Display Interior design Packaging Manuals Promotional design Product design Transport


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Learners will:

SPECIFIC OBJECTIVES


1. Communication skills develop the skill to use instruments accurately and appropriately in drawings

use instruments to achieve a good standard of graphical representation

know the use of appropriate drawing aids use drawing aids to develop good techniques (technical pens, templates, lettering and other stencils, radius aids, flexi-curves, ellipse aids and nut templates will be permitted in the examination unless otherwise stated)

demonstrate an understanding of layout and planning

select the most suitable layout to achieve visual impact and to convey information clearly and effectively

develop the skill to use a range of presentation techniques

discuss and apply the following range of techniques: - thin and thick line - light and shade to show form and mass - textual representations to illustrate a range of materials - colour rendering using a range of materials and aids - drawing aids

select the most relevant method to present information for a particular purpose

discuss displaying of two dimensional work using window mounts, colour wash, border and lining techniques

design three-dimensional graphic products according to specifications, e.g. packaging, display units


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Learners will:

SPECIFIC OBJECTIVES


1. Communication skills (continued)

appreciate the use of a range of lettering techniques

use clarity and good proportion as the main judgement criteria to demonstrate that they appreciate the different modes of drawing diagrams and lettering necessary for the communication of information according to content, purpose and user

apply varied lettering effects by the use of: - different lettering styles - different letter spacing - dry transfer methods - stencils

(It is expected that through their coursework, learners would have been made aware of the variety and use of lettering styles and the impact that lettering has on the environment)

demonstrate an understanding of data graphics

translate visual data into written or numerical forms and to translate written data, presented or collected in tabular or matrix form, into a graphic form appropriate to that data and the user

produce line, pie, bar and flow charts from data provided

produce sequence drawings from given data

use given symbols to produce diagrams showing the flow path or circuit of a medium moving under pressure, i.e. water, gas, oil, electricity

apply a range and purpose of standardised signs and symbols


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Learners will:

SPECIFIC OBJECTIVES


2. Geometry understand appropriate geometrical constructions to draw basic shapes

construct regular and irregular plane linear shape including: - triangles - quadrilaterals - pentagons - hexagons - octagons

bisect, sub-divide and proportionally divide lines

construct circles, tangents and tangential arcs, including inscribed and circumscribed figures

show understanding of and have the skill to construct developments

construct developments of cubes, prisms, cylinders and cones

construct developments of simple truncations

develop the skill to construct loci construct paths of points in the manner of simple plane mechanisms to include the maximum of three elements

understand enlarged and reduced drawings

use appropriate constructions and geometrical calculations to scale, enlarge and reduce drawings by linear proportions (diagonal scales are not required)

know the constructing of ellipses construct ellipses by any appropriate method including the use of a trammel


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Learners will:

SPECIFIC OBJECTIVES


3. Drawing systems appreciate the sketching of formal drawings using the standards prescribed by South African National Standards (SANS)

demonstrate a working knowledge of the appropriate standards prescribed by SANS, including the dimensioning of drawings and drawing to recommended scales

demonstrate a working knowledge of orthographic projection

identify and use both first and third angle orthographic projection (examination questions will be set in both first and third angle orthographic projection)

draw true shapes of sectional views of regular geometrical solids with cutting plane oblique to both the principle planes - cylinders - cones - prisms - pyramids

demonstrate a working knowledge of isometric drawings

interpret and use isometric drawings, including isometric views of circles, arcs and other curves (isometric scale is not required)

demonstrate a working knowledge of single- and two-point perspective drawings

explain and use perspective drawing using single-point and two-point starts and using perspective grids

demonstrate a working knowledge of sectional drawings

select the most suitable section and draw whole, part, revolved and removed sections

demonstrate a working knowledge of assembly drawings

draw simple assembled drawings from exploded isometric view

assemble given components/parts (which must include a numbered part list) into a single drawing

demonstrate a working knowledge of freehand drawings

use freehand drawing to communicate ideas, thoughts and information from written, visual and tabular data, presenting these ideas in pictorial, plane or orthographic mode


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B Resistant Materials

Introduction This area of study is concerned with developing the skills used by designers within the context of materials and their processing. It is intended that practical experience be used to create a broad understanding of woods, metals and plastics and their processing.


Learners will:

SPECIFIC OBJECTIVES


1. Wood/Timber know timber and timber products

classify natural timbers

describe the properties of timber and timber products in terms of density, toughness, hardness, elasticity, durability, strength

describe the classification and properties of timber and timber products with respect to their uses

describe how: - timber is seasoned - to care for timber during storage and construction

explain why timber is seasoned

describe the production processes and use of the following processed woods: plywood, block board, chipboard, hardboard and Supawood or MDF (Medium Density Fibreboard)

outline the factors responsible for: - defects in timber - decay/deterioration in timber

identify and describe methods/procedures to prevent/minimize: - defects in timber - decay/deterioration in timber

develop the skill to measure and mark out timber

measure and/or mark out work using rule, pencil, marking knife, tri-square, bevel, dividers, marking gauge and mortise gauge


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Learners will:

SPECIFIC OBJECTIVES


1. Wood/Timber (continued)

acquire practical skills in working with and accurately manipulating timber

discuss different methods of producing required shapes and forms: - cutting and removal (wastage) - joining and adding (addition) - steam bending and bending of timber

use holding devices, formers and jigs to assist joining and assembly

apply elementary design and construction of joints (butt, tongued, rebate, dowelled, housed and shouldered, combed, dovetailed) from the joint groups: - widening joints - corner joints/framing joints

apply a combination of fixings, fastenings, adhesives and joints for basic framed constructions

explain adhesive curing times and strengths

select and apply suitable wood finishes from sanding sealant, stains, oils, waxes, varnishes, paints, plastic coating and creosote

apply skilful manipulation of basic hand tools and equipment, electrically powered hand tools and equipment when carrying out relevant practical tasks

apply appropriately the relevant safety principles and procedures for applicable processes, tools and equipment


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Learners will:

SPECIFIC OBJECTIVES


2. Plastics

know plastics

discuss and compare: - thermoplastics e.g. nylon, polythene, polyvinyl chloride

(PVC), acrylic and polystyrene - thermosetting plastics e.g. polyester resin including Glass

Reinforced Plastic (GRP), melamine, urea formaldehyde and phenol formaldehyde

describe the properties of plastics in terms of density, toughness, ductility, hardness, optical, malleability, brittleness, elasticity, fusibility, plasticity, non-conductivity, stiffness, plastic memory

identify and describe the basic shaping procedures: - line bending - vacuum forming - turning - laminating - blow moulding - compression moulding - extrusion moulding - injection moulding

acquire practical skills in measuring and marking out plastics

measure and/or mark out work using rule, marker pen, tri-square, bevel, dividers

acquire practical skills in working with and accurately manipulating plastic

identify and use the appropriate tools, equipment to apply a selection of the shaping processes in a practical project

describe the term plastic memory and its importance

apply appropriate finishing procedure for plastics

apply appropriately the relevant safety principles and procedures for applicable processes, tools and equipment (like strip heater, files, sand paper, hacksaw, felt tip pen)


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Learners will:

SPECIFIC OBJECTIVES


3. Metal

know metals classify and use the following metals: - ferrous metals (mild steel and high carbon steels) - non-ferrous metals (aluminum, copper, zinc, lead and tin) - alloys (brass, bronze) - alloy steels (nickel, chrome- vanadium, stainless steel, etc.)

describe the properties of metals in terms of density, toughness, ductility, hardness, malleability, brittleness, elasticity, fusibility, plasticity, magnetism, conductivity

explain the importance of the following heat treatment processes: - work hardening, - annealing - case hardening of mild steel - hardening - normalising - tempering of tool steel High Carbon Steel (HCS)

acquire practical skills in measuring and marking out metal

measure and/or mark out work using rule, scriber, tri-square, dot/centre punch, dividers marking chalk, tape measure, trammel, chalk line

measure accurately using a micrometre and a Vernier calliper


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Learners will:

SPECIFIC OBJECTIVES


3. Metal (continued)

acquire practical skills in working with and accurately manipulating metal

apply different methods of producing required shapes and forms: - cutting and removal of metal (wastage): shears, guillotine,

oxy-acetylene cutting, drilling, punching, grinding, turning and milling

- simple hole boring by hand or machine including pilot, clearance, tapping, countersunk and counter-bored holes

- using taps and dies for screw cutting by hand - bending and rolling (folding bars, pan-brake, slip rolls)

apply a combination of fixings, fastenings and fusion (welding) joints for basic framed constructions

demonstrate suitable metal surface protection and finishes from polishing, lacquering, oil blueing, painting, anodising, electroplating, and enamelling, plastic coating

show skilful manipulation of basic hand tools and equipment and electrically powered hand tools and equipment in carrying out relevant practical tasks

apply appropriately the relevant safety principles and procedures for applicable processes, tools and equipment


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C Technology

NB. It is compulsory for the learners opting for Technology to have Mathematics and Physics/Chemistry as part of their field of study. Introduction This area of study is concerned with developing the skills and knowledge used by designers within the context of a group of related technological resource areas, namely structures, mechanisms and electronics. It is intended that practical experience be used to create a broad understanding of the three resource areas and identify how they interrelate and their role as a single body of knowledge for designing and making control systems that can be appreciated and exploited. This can be summarised as follows: (i) Structures - supporting systems designed for minimal movement (ii) Mechanisms - movement systems designed to transfer and control physical movement and forces from one point/direction to another (iii) Electronics - control systems designed to sense, process and control via electrical signals


Learners will:

SPECIFIC OBJECTIVES


1. Structures understand various types of structures

identify and classify natural structures as they occur in everyday life e.g. - plants - trees - honeycombs - spiders' webs - skeletons

identify and classify how natural structures are adapted and applied in human-made structures, e.g. - furniture - buildings - bridges - cranes - pylons (simple examples only)

understand the different types of structural member

identify, draw and describe various types of member such as beam, strut and tie


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Learners will:

SPECIFIC OBJECTIVES


1. Structures (continued)

understand the structural properties of materials

describe and compare the properties of the following structural materials when used in the construction of beams, frames, carcases, columns, arches and cables: - wood - metal - stone - concrete - plastics

understand the nature of structural members

carry out design experiments on beams, frameworks and panels, to show how their performance is affected by length, shape of cross section and material selection

understand how to join materials and reinforce structures

justify the selection of the appropriate method of joining materials of solid and hollow cross section

select and use different methods of reinforcement such as gussets, ribs, braces and laminating

recognise framed structures

use triangulation to establish rigidity

select and use different methods of reinforcing such as gussets, ribs, braces and laminating

understand applied loads and reactions

apply the concept of equilibrium as a result of applied load and reaction

solve design problems using vector diagrams involving two inclined forces or three forces in equilibrium


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Learners will:

SPECIFIC OBJECTIVES


1. Structures (continued) develop the skill to acquire graphically the type and magnitude of forces in frame structures

apply Bow's Notation to assist the resolution of a framework by graphical means

describe the following terms and their relationship to structural design: - tension - compression - shear - bending - torsion - static load (simple examples only)

do basic calculations for uniformed beams and triangulated structures to determine: - left and right hand reactions - moments around a point

understand beam theory design a beam or cantilever carrying a single point load, and determine the shear force and bending moment at any point along its length

demonstrate an understanding and knowledge of forces

discuss Hooke's Law and perform simple experiments to illustrate the relationship between extension and load

calculate Stress = force / cross sectional area

determine Strain = change in length / original length

use Young's Modulus of Elasticity as: stress / strain (N/mm2)

draw a typical stress/strain graph for mild steel and identify the important features on this graph

determine the significance of these features to structural design

define and explain the term “factor of safety” and its importance to structural design


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Learners will:

SPECIFIC OBJECTIVES


2. Mechanisms understand the general concepts associated with mechanisms

explain and use the following terms correctly: - load - effort - fulcrum - mechanical advantage - velocity ratio and efficiency

understand the principles of levers identify and sketch simple examples of first, second and third class levers, and associated linkages

understand how motion can be transmitted

select appropriately and list the factors influencing the choice of the following for practical applications in gears: - spur - bevel - worm - rack and pinion - crown wheel

select appropriately and list the factors influencing the choice of the following for practical applications in belts and pulleys: - flat - toothed - round and V-belts and pulleys, cone pulley - sprockets and chains

select appropriately and list the factors influencing the choice of the following for practical applications in cams and cranks

understand the calculation of transmission of motion

calculate simple gear ratios and transmission speed

calculate driver/driven speeds and determine rotational direction in simple and compound pulley and gear systems

determine the Mechanical Advantage (MA), Velocity Ratio (VR) and efficiency of simple machines: - wheel and axle - screw jack - compound pulley and gear arrangements


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Learners will:

SPECIFIC OBJECTIVES


2. Mechanisms (continued)

develop the skill to choose appropriate coupling and securing methods

select appropriately and list the factors influencing the choice of the following for coupling aligned and non-aligned shafts: - universal joints - plain and flexible couplings

select appropriately and list the factors influencing the choice of the following for securing to shafts: - grub screws - keys and keyways - splines

understand the importance of bearings and lubrication

discuss the need to reduce friction between two surfaces by design, and describe the types of lubrication and other methods of application for different situations

compare the use of plain-, roller- and ball bearings, and give reasons for their suitability for specific operational conditions

show an understanding of the four types of motion

explain and give examples of the four types of motion: - rotary - linear - reciprocating - oscillating

understand the different methods of converting motion

explain, compare and select the operation of appropriate mechanisms: crankshafts, crank/slider mechanisms, rack and pinion, ratchet and pawl, eccentrics, simple cams and screw threads as methods of converting motion from one type to another

understand how motion can be controlled explain the function of brakes and compare its method of operation and effectiveness relative to an appropriate application, of cable, drum, disc and hydraulic brakes


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Learners will:

SPECIFIC OBJECTIVES


2. Mechanisms (continued)

understand pneumatic and hydraulics explain the function of clutches, describing and giving practical applications of single plate clutches, dog clutches and centrifugal clutches

research and describe the basic operation principles and cycles of: - pneumatic systems - hydraulic systems

identify and know the purposes of components and symbols used in basic pneumatic and hydraulic circuits

make a comparison between pneumatic systems and hydraulic systems regarding their: - basic circuit layout

identify from local environment and examples where: - pneumatic systems are used - hydraulic systems are used

list the advantages and disadvantage associated with the particular use of the identified: - pneumatic system - hydraulic system

carry out elementary experiments on a simple hydraulic system to determine the relation between: - input and output forces - distance over which force has been applied compared to

distance load is displaced

know appropriate concepts and principles to solve selected structural design problems

do elementary calculations regarding: - relations between input and output forces - distance over which force has been applied compared to

distance over which load is displaced (MA)

apply concepts and principles regarding pneumatic and hydraulic systems to solve simple identified design problems


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Learners will:

SPECIFIC OBJECTIVES


3. Electronics understand the basic concepts associated with electronics

use correct symbols and conventions when drawing circuit diagrams

describe the operation of a circuit in terms of conventional current flow, and describe current flow as a charge carried by electrons

identify and compare the following properties when selecting materials: - conductivity - insulation (both electrical and thermal)

state and apply units used to measure current, voltage, resistance and capacitance, including multiple and sub-multiple units

analyse the relationship between current, voltage and resistance (Ohm's Law) and use it to calculate the value of a current limiting resistor

use ammeters, voltmeters and multi-meters to measure current, voltage and resistance

perform simple power calculations using P = V x I


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Learners will:

SPECIFIC OBJECTIVES


3. Electronics (continued) know switches to control circuits describe the action of common switches: - toggle - push button - micro - rotary and reed, and select for appropriate situations

explain the terms in relation to switches and relays: - normally closed (NC) - normally open (NO) - single pole single throw (SPST) - double pole double throw (DPDT)

use relays to switch higher voltage circuits for motors, solenoids, etc.

construct and draw circuits which use a two pole change-over relay to give motor reverse control and latched (memorised) switching

show an understanding of resistors and of their purpose

use resistor colour codes to determine the value and tolerance of a resistor and to select the nearest suitable value

draw circuit diagrams containing resistors in series and parallel and calculate: - the resistance of two or more resistors in series using:

RT = R1 + R2 + R3 etc. - the resistance of two or more resistors in parallel using:

RT = R1 x R2

R1+ R2 when using two resistors in parallel 1 = 1 + 1 + 1

RT R1 R2 R3 when using three or more resistors in parallel


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Learners will:

SPECIFIC OBJECTIVES


3. Electronics (continued) demonstrate an understanding of diodes determine the use of a diode as a one way conductor, and its use in a relay circuit to protect against back electro-motive force

(EMF)

use light emitting diodes (LEDs) in circuits and select a suitable current limiting resistor

demonstrate an understanding of semi-conductors

describe how current flow between the collector and the emitter can be controlled by the difference in voltage between the base and the emitter

demonstrate an understanding of transistors

determine current gain or loss and do simple calculations for NPN transistors using: Ic = Ie and I e = I c + I b

Ib

select appropriately and use Negative-Positive-Negative (NPN) transistors as switches in circuits

demonstrate an understanding of transducers

discuss and explain the use of the following transducers, and construct and adjust simple potential divider circuits using passive transducers: - light-dependent resistor (LDR) - thermistor - strain gauge

show knowledge of capacitors explain, with the aid of diagrams/graphs, the charging and discharging of a capacitor

use data sheets and calculations to select suitable capacitors for use in particular applications, including series and parallel arrangements


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Learners will:

SPECIFIC OBJECTIVES


3. Electronics (continued) demonstrate an understanding of time delay circuits

construct and draw circuit diagrams for time delay circuits (mono-stable and a-stable) using capacitors, resistors, transistors and the 555 timer integrated circuit (IC)

use T = C x R to calculate simple time delays

select components and use calculations to achieve a desired time delay

use a multi-vibrator to operate flashing lights and produce a variable audible tone

explain the following terms: - square wave form - frequency - mark/space ratio

demonstrate an understanding of amplifier circuits

identify and list the applications of a selection of: - electromechanical devices - transducers

acquire a basic working knowledge of electricity and electronics regarding electromechanical devices and transducers

identify and list the applications of selected electronic systems from elementary: - power supply circuits - transistor amplifiers - audio power amplifiers

construct and draw circuits using the op-amp as an inverting amplifier using an light-dependent resistor (LDR), thermistor or divider/Wheatstone bridge to provide biasing

acquire a basic working knowledge of electricity and electronics regarding electromechanical devices and transducers

design and construct a circuit using feedback to control gain

use the formula for an inverting amplifier: Gain = Rf

Rin


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Learners will:

SPECIFIC OBJECTIVES


3. Electronics (continued) acquire a basic working knowledge of electricity and electronics regarding digital logic

discuss and compare the concepts: - logic systems - logic gates - truth tables

identify and list the characteristics of logic gates

draw circuit diagrams of elementary logic gate systems and draw up a truth table for the logic system

apply concepts and principles regarding logic systems to solve simple identified design problems


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Learners will:

SPECIFIC OBJECTIVES


4. Integration of systems develop the skill to design, make and evaluate working models and projects

design and make working models and practical projects using the concepts, knowledge and skills listed, and resistant materials, components and kits

design, make and evaluate a static structure

use the principle of levers to design and make a simple machine that is structurally sound

use electric motors and solenoids to power simple mechanical models, and both bread-boarded and printed circuit board (PCB) built electronic circuits to control them

develop the skill to analyse tests carried out to structures and mechanisms

use a dial gauge to measure the deflection of simple structures

recognise the use of strain gauges as part of a potential divider circuit for testing comparatively common structural and mechanical members/components under strain, knowing only that the resistance of the strain gauge changes as it is deformed along its active axis

understand the unit of force define and explain Newton's first and third laws of motion,

apply Newton's first and third laws of motion to design situations

use the Newton (N) as a unit of force in calculations

understand the uses of moments (turning forces)

define a moment as force x distance (Newton metre -Nm)

carry out experiments to demonstrate an understanding of the use of moments in simple calculations relating to the loading of beams and levers

understand different power sources used to drive mechanical systems

describe the power sources used to drive mechanical systems and recognise a battery as an electrical energy storage/conversion device

use energy costs of powering systems and how, through good design and manufacture, the potential energy demand can be reduced


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6. ASSESSMENT OBJECTIVES

The four assessment objectives in Design and Technology are:

A Knowledge with understanding B Design problem solving C Communication D Realisation

A description of each assessment objective follows. Under each assessment objective a list of the skills a learner should be able to demonstrate is given. A Knowledge with understanding Learners should be able to:

1. demonstrate the ability to state facts, recall and name items, recall and describe processes

2. demonstrate the ability to apply and relate knowledge to designing and manufacture 3. make reasoned arguments and anticipate consequences of the outcomes of the

Design process 4. demonstrate a critical awareness of the interrelationship between Design and the

needs of society B Design problem solving Learners should be able to:

1. recognise problems, identify clearly from a situation a specific need for which a solution is required and compose a design brief

2. analyse a problem by considering any relevant functional, aesthetic, human, economic and environmental design factors and draw up a design specification

3. investigate, research, collect and record relevant data and information 4. generate a range of outline solutions to a design problem, giving consideration to the

constraints of time, cost, skills and resources 5. develop, refine, test and evaluate the effectiveness of design solutions

C Communication Learners should be able to:

1. recognise information in one form and where necessary change it into a more applicable form

2. produce or interpret data in a variety of forms such as charts, diagrams, graphs, flow charts and drawings

3. propose and communicate ideas graphically using a range of media 4. develop ideas and represent details of form, shape construction, movement, size and

structure through graphical representation and three dimensional modelling D Realisation Learners should be able to:

1. plan and organise the procedure involved in the realisation of a solution 2. select, from a range of resources, those appropriate for the realisation of the product 3. demonstrate appropriate manipulative skills by showing an understanding of materials

and their characteristics in relation to their use 4. evaluate the process and product in terms of aesthetic, functional and technical quality


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7. SCHEME OF ASSESSMENT Description of papers

Paper 1 2 hours 100 marks Weighting 31% This question paper will consist of two parts: Part A will assess the Compulsory section; Part B will assess the options. Part A will contain up to 10 compulsory, short answer questions to assess knowledge. Part B will require learners to answer one of 3 structured questions to assess the candidates’ knowledge with understanding. Paper 2 1 hour 45 minutes 60 marks Weighting 19%

In Paper 2 learners will be required to answer 1 open-ended question, posing a design problem, from a total of 3. Each question will assess design skills within the context of one of the options. Paper 3 (Project) 4 terms 160 marks Weighting 50% Each learner will undertake a personally identified Project based on Part 2 (Options) of the syllabus. The project will be internally marked and externally moderated. While the project will be based on an option area, learners will be expected to demonstrate core design skills. The work presented for assessment will typically be in the form of an A3 size folder and the 'made product'. In the case of work from the Design Communication option, the folder could contain all the preliminary design work, with the 'made product' in the form of 2 dimensional work and models.

The learners must commence their project in the second trimester of Grade 10 and complete it by the end of the second trimester of Grade 11. The folder should include photographic evidence of the 'made product'. (See external moderation section of the assessment criteria for the course work.)

Learners who have followed this curriculum are eligible for the award of grades A to E. Learners must take Paper 1, Paper 2 and submit Paper 3 (a project). It should be noted that Part A (Compulsory) is intended to underpin all other parts of the assessment scheme.


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8. SPECIFICATION GRID

Paper

Assessment Objectives

Total Marks A Knowledge with understanding

B Design problem

solving

C Communication

D Realisation

1 18% 2% 6% 5% 31% 100

2 2% 6% 5% 6% 19% 60

3 (Project) 30% 20% 50% 160

Overall 20% 38% 11% 31% 100% 320

The assessment objectives are weighted to give an indication of their relative importance. They are not intended to provide a precise statement of the number of marks allocated to a particular assessment objective.


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9. GRADE DESCRIPTIONS

Grade descriptions are provided to give a general understanding of the standards of achievement likely to have been shown by learners awarded particular grades. The descriptions must be interpreted in relation to the specific objectives and assessment objectives set out in this syllabus. The grade descriptions do not refer to performance on individual components of the examination. The final grade awarded is based on overall performance in all examination components. Shortcomings in some parts of the examination may be balanced by better performance in others and, therefore, the grade description provides the best fit.

The candidate is likely to have shown the ability to:

Grade A Grade C Grade E Grade G

A Knowledge with understanding

Recall knowledge Identify and demonstrate a detailed knowledge of syllabus content presented in a variety of contexts

Identify and describe with accuracy and understanding a wide range of items outlined in the syllabus

Recognise and define items outlined in syllabus

Name, where shown, and recall knowledge about some items outlined in the syllabus

Identify, apply and relate procedures

Determine, describe fully and apply in an organised and safe manner, procedures outlined in the syllabus

Identify, describe with some detail and relevance and apply wider range of procedures, including evidence of safe practice, as outlined in the syllabus

Identify with some relevance and apply a limited range of procedures, including safety, as outlined in the syllabus

Name and recall, when shown, some of the procedures, including basic safety, which are outlined in the syllabus

Provide explanations Provide a structured and detailed explanation for the majority of items in the syllabus content

Make detailed explanation, generally substantiated, of aspects covering a range of the syllabus

Make sound explanation of aspects covering a range of items in the syllabus

Make elementary statements about some aspects of knowledge outlined in the syllabus

Reason and predict consequences

Predict consequences across a variety of situations, using sound reasoned arguments in a variety of situations

Predict consequences with some accuracy, giving reasons, based on evidence available

Predict consequences and giving reasons, based on evidence available

Produce statements based on own experience

Showing understanding of Design and Technology concepts and principles

Recognise, explain and apply concepts and principles across a variety of situations

Provide simple explanations reflecting an understanding of basic DT concepts and principles

Identify where basic DT concepts and principles have been used or applied

Identify where basic DT principles have been used.


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B Design problem solving

Recall problems Examine a familiar situation, identify some needs, compose a design brief and basic specification

Examine a familiar situation, identify some real needs, compose a brief and draw up a specification

Access a familiar situation and recognise principal needs; compose a design brief and specification, with some understanding of precision and prescription

Interpret a given brief in a simple manner; recognise rudimentary aspects of a solution.

Analyse design problems Gather information and apply it to exploration of: (i) readily available sources (ii) user needs (iii) some influences environments might have (iv) products with similar functions (v) consider aspects of the problem

Gather relevant information and apply it meaningfully to the active exploration of factors such as: i) a variety of user needs ii) the influences different

environments have iii) the effect of resources

and processes iv) products with similar or

related functions

Systematically seek to identify ad evaluate information and factors in a design situation concerning: i) user needs, ergonomic

and functional modes of use

ii) environments, locations and changes within each

iii) the availability and effect of materials and manufacturing processes

iv) the factors in the identity of a product: appearance, efficiency and compatibility

Engage in one of the following: i) gather some relevant

information from readily available sources

ii) explore a category of user need

iii) consider aspects of use in a particular location

iv) consider straightforward aspects of the problem in a particular location

Envisage solutions Produce various forms of solutions, but concentrate on one/two idea(s)

Generate alternative forms of solution and propose some variation within one form

Produce ideas for solutions which are varied in form and detail and occasionally innovative; apply sound judgements regarding feasibility and appreciate implications for brief, specification and production

Envisage one type or form of solution


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B Design problem solving (continued)

Refine and develop a solution Develop a proposal, consider minor modifications in relation to appearance and cost efficiency

Show progression in developing a proposal or idea; consider modifications in relation to appearance, cost efficiency and feasibility

Systematically develop and modify proposals or ideas in relation to appearance, cost, efficiency and feasibility, taking into account the manufacturing process

Suggest modifications to a proposal and be aware of cost as a factor

Evaluate and test a solution Evaluate end product and discuss usefulness

Evaluate the end product in terms of the brief with respect to function, appearance, cost and overall performance.

Accept evaluation as a feature of all design stages; show detachment in making judgements and seeking evaluation techniques; offer sensible modifications for improving a feature

Make minor, simple statements about an end product

C Design communication

Recognise and transform Seek information and transfer into suitable forms related to everyday examples

Seek readily available and clearly defined information and transfer this information efficiently into other suitable forms

Seek, recognise and transform in an effective and economical manner across a variety of applicable forms

Recognise and change elementary forms of spoken, visual or written information which are related to everyday examples

Select means of communication

Select from own experience communication methods which will transmit some ideas / information

Select communication methods which will clearly transmit ideas and information

Select and discriminate between those communication methods which are the most appropriate and effective for transmitting ideas and information

Select from previously experienced minor communication methods, those (s)he considers to be appropriate for the transmission of ideas and information

Convey information Convey information using elementary technical vocabulary

Convey information using appropriate technical vocabulary

Convey information appropriately, precisely and concisely

Convey elementary information

Convey ideas Convey ideas appropriately using a technical vocabulary

Convey ideas with clarity in a structured and appropriate manner

Convey a sequence of ideas in a fluent manner by the most appropriate means

Convey ideas in an elementary manner


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C Design communication (continued)

Represent detail Represent details of a form with some accuracy and precision

Represent details of a form with some accuracy and precision and using a range of conventions

Represent detail of a form with clarity and precision, taking full account of appropriate conventions

Represent form by a recognisable outline

D Design realisation

Plan for realisation Outline planning for project in a clear and understandable manner

Plan for realisation in related stages pursued in a sequence leading to sensible completion when viewed against the designed solution

Plan for realisation in related stages, pursued in a logical sequence leading to full completion when viewed against the designed solution

Respond to planning suggestions in an order influenced by experience and personal transformation skills

Select resources Select from own experience resources that (s)he thinks appropriate

Select from the range of resources that (s)he judges to be the most appropriate after considering suitability, availability and cost

Select from a range of resources that which (s)he judges to be appropriate after researching characteristics, investigating suitability and checking availability and cost

Select from a previously experienced range of resources

Select tools and processes Select from immediate and previous experienced tools, instruments and processes those appropriate to achieve realisation

Select from an immediately available range of tools, instruments and processes those which are appropriate to achieve realisation

Select from the range of tools, instruments and processes available those which are appropriate and effective to achieve an efficient realisation

Select from a range of previously experienced tools, instruments and processes those which (s)he thinks as adequate to achieve the realisation

Demonstrate transformation skills

Apply manipulative or graphic skills in a manner which illustrates the basic design concept

Apply manipulative or graphic skills accurately enough to make a product which meets a significant proportion of the designed solution

Apply manipulative or graphic skills with sufficient precision to make a product which closely reproduces the detail given in the designed solution

Apply rudimentary manipulative or graphic skills, resulting in a realisation which meets minor aspects of the designed solution


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D Design realisation (continued)

Evaluate process and produce quality

Make statements demonstrating awareness of some of the aesthetic, functional and technical characteristics of the product, making minor modifications

Make statements demonstrating an appreciation of any strengths and weaknesses of some of the aesthetic, functional and technical characteristics of the product, making simple modifications where required

Make detailed statements demonstrating an insight and awareness of and response to weaknesses of aesthetic, functional and technical characteristics, of the product, proposing appropriate modification where required

Make minor statements demonstrating awareness of some of characteristics of the product


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10. CRITERIA FOR ASSESSMENT OF PROJECT

PROJECT ASSESSMENT CRITERIA

Criterion Level of response Mark range

Max mark

1. Identification of a need or opportunity with a brief analysis leading to a Design Brief.

A statement of what is to be made. Consideration of the design need or the intended user(s) leading to a design brief. Consideration of the design need and the intended user(s) leading to a clear design brief.

0-2 3-6

7-10

10

2. Research into the Design Brief resulting in a specification.

Limited examination of the design brief with a specification identifying some basic requirements. Meaningful research of the design brief with some data identified. A specification including key features of the intended product. Thorough research of the design brief with relevant data identified and collected. Analysis of the research leading to a detailed specification for the intended product.

0-5

6-10

11-15

15

3. Generation and exploration of design ideas

A limited range of ideas with a tendency to focus on a single concept. Little or no evaluation of ideas. A range of appropriate solutions proposed. Ideas examined with evaluations leading to the identification of possible ideas for development. A wide range of appropriate solutions with imaginative interpretation. Detailed evaluation of ideas and consideration of the requirements of the specification.

0-10

11-20

21-30

30

4. Development of proposed solution

Some decisions made about form, materials and/or construction methods. As a result of investigation, appropriate decisions made about form, materials and construction/ production methods. Evidence of some testing and/or trialing. Appropriate testing and trialing resulting in reasoned decisions about form, materials, construction/production methods and other items.

0-10

11-20

21-30

30

5. Planning for production

Limited evidence of any forethought. A working drawing with little detail. A simple plan showing awareness of the main processes involved. A clear working drawing showing overall layout and major dimensions. Clear and detailed planning showing an effective order for the sequence of operations. Drawings and other information give full details of final product.

0-5

6-10

11-15

15

6. Product realisation The product will exhibit a reasonable standard of outcome, be mainly complete and satisfy some aspects of the specification. The product may have some minor inaccuracies and blemishes but will be complete and function as intended. The product will be completed to a high standard of outcome with precision and accuracy. It will meet fully the requirements of the product specification.

0-15

16-30

31-45

45


40

Criterion Level of response Mark range

Max mark

7. Testing and evaluation Little or no evidence of testing. General overall appraisal with little reference to the specification. Appropriate reporting and/or comment on simple testing. Reference to the specification with some conclusions leading to possible modifications or improvements. Objective testing with reference to the specification and user. Detailed and meaningful conclusions leading to proposals for further development.

0-5

6-10

11-15

15

Total 160

MODERATION (a) Internal moderation When several teachers in a centre are involved in internal assessment, arrangements must be made within the centre for all learners to be assessed to a common standard. It is essential that within each centre the marks for each skill assigned within different teaching groups (e.g. different classes) are moderated internally for the whole centre entry. The centre assessments will then be subjected to external moderation. (b) External moderation Coursework Assessment Summary Forms must be received by DNEA not later than 15 October, along with a sample of the coursework undertaken by the learners and the schemes of assessment for each assignment. The samples should cover the full ability range. If there are ten or fewer learners, all the coursework that contribute to the final mark for all learners must be sent to DNEA. Where there are more than ten learners, all the coursework that contribute to the final mark for ten of them will be required. The centre should select learners covering the whole mark range, with the marks spaced as evenly as possible, from the top mark to the lowest mark. If appropriate, the samples should be selected from the classes of different teachers. A further sample of coursework may subsequently be required. All records and supporting work should be retained until after the publication of the results. The Directorate of National Examination and Assessment of the Ministry of Basic Education, Arts and Culture in Namibia will issue instructions to centres in Namibia concerning external moderation arrangements.


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ANNEXE A COURSEWORK ASSESSMENT SUMMARY FORM

Design and Technology (NSSCO):- Part 2 Option: ………………………………………….… NSSCO 20….

Please read the instructions printed overleaf before completing this form.

Centre number Centre name November 2 0

Candidate number

Candidate name Teaching group/set

Analysis of need formulation of brief (max 10)

Research into design brief resulting in specification (max 15)

Generation and exploration of ideas (max 30)

Development of proposed solution (max 30)

Planning for production (max 15)

Product realisation (max 45)

Testing and evaluation (max 15)

Total mark (max 160)

Internally moderated mark (max 160)

Name of teacher completing this form Signature Date

Name of internal moderator Signature Date


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A. INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY FORMS

1. Complete the information at the head of the form.

2. List the candidates in an order which will allow ease of transfer of information to a

computer-printed Coursework mark sheet MS1 at a later stage (i.e., in candidate index number order, where the list is known; see item B.1 below). Show the teaching group or set for each candidate. The initials of the teacher may be used to indicate a group or set.

3. Transfer each candidate's marks to this form as follows: (a) Where there are columns for individual skills or assignments enter marks initially

awarded (i.e. before internal moderation has taken place). (b) In the column headed 'Total Mark', enter the total mark awarded before internal

moderation has taken place. (c) In the column headed 'Internal Moderated Mark’, enter the total mark awarded after

internal moderation has taken place.

4. Both the teacher completing the form and the internal moderator (or moderators) should check the form and complete and sign the bottom portion.

B. PROCEDURES FOR EXTERNAL MODERATION 1. The Directorate of National Examinations and Assessment (DNEA) sends a computer-

printed coursework mark sheet MS1 to each centre showing the names and index numbers of each learner. Transfer the total internally moderated mark for each learner from the Coursework Assessment Summary Form to the computer-printed coursework mark sheet MS1.

2. The top copy of the computer-printed coursework mark sheet MS1 and samples of the

candidates' work covering the full ability range must be dispatched in the specially provided envelope to reach the DNEA, on date to be announced officially.

3. Indicate the candidates who are in the sample by means of an asterisk (*) against the

candidates' names on the overleaf. The size of the coursework sample should be as follows:

Number of candidates entered

Number of candidates whose

work is required

0-10

11-50

51-100

above 100

All candidates

10

15

20

4. Where more than one teacher is involved in marking the work, the sample must include

candidates marked by all teachers. Candidates must be selected so that the whole range is covered, with marks spread as evenly as possible from the top mark to the lowest mark.

5. DNEA reserves the right to request further samples of coursework. 6. Send with the sample work records of the Centre’s criteria for the award of marks and

information as to how internal moderation was carried out.


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ANNEXE B: GLOSSARY OF TERMS USED IN DESIGN AND TECHNOLOGY TEACHING AND ASSESSMENT ACTIVITIES

Term/word Meaning

Analyse is used when information should be examined to discover patterns or relationships

Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved.

Deduce is used in a similar way to predict except that some supporting statements are required, e.g. reference to a law or principle, or the necessary reasoning is to be included in the answer.

Define (the term(s)…) is intended literally, only a formal statement or equivalent paraphrase being required.

Define and explain (see deduce) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in light of the indicated mark value.

Describe requires the learner to state in words (using diagrams where appropriate) the main points of the topic. It is often used with reference either to particular phenomena or to particular experiments. In the former instance, the term usually implies that the answer should include reference to (visual) observations, associated with the phenomena. In other contexts, describe should be interpreted more generally, i.e. the learner has greater discretion about the nature and the organisation of the material to be included in the answer. Describe and explain may be coupled, as may state and explain.

Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula, e.g. relative molecular mass.

Discuss requires the learner to give a critical account of the points involved in the topic.

Draw, Sketch, Design, Construct

when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but learners should be aware that, depending on the context, some quantitative aspects may be looked for, e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value. In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be taken over proportions and the clear exposition of important details.

Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question.

Explain may imply reasoning or some reference to theory, depending on the context.


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Find is a general term that may variously be interpreted as calculate, measure, determine, etc.

Interpret implies that the candidate should use reasoning or some reference to theory, depending on the context

List requires a number of points, generally each of one word, with no elaboration. Where a given number of points are specified, this should not be exceeded.

Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument, e.g. length, using a ruler or mass, using a balance.

Outline implies brevity, i.e. restricting the answer to giving essentials.

Predict implies that the learner is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question. Predict also implies a concise answer, with no supporting statement required.

State implies a concise answer with little or no supporting argument, e.g. a numerical answer that can readily be obtained ‘by inspection’.

Study implies that the information provided or data should be used to investigate a problem in a systemic way.

Suggest is used in two main contexts, i.e. either to imply that there is no unique answer or to imply that learners are expected to apply their general knowledge to a ‘novel’ situation, one that may be formally ‘not in the syllabus'


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ANNEXE C: LIST OF TOOLS FOR THE LEARNERS' NEEDS DEPENDING ON CHOICE OF OPTION

a) General (needed by all options):

1. Selection of paper and card

2. Modelling equipment: scissors, craft knives, adhesives and adhesive tape

3. Drawing aids: stencils and templates

4. Marking out tools: rule, tri-square, calipers, dividers, Vernier caliper, rule,

sliding bevel, spirit level, scriber, punches, V-blocks, combination set.

5. Fittings and fixings: nails, screws, washers, nuts and bolts, rivets and dowels

6. Selection of abrasive papers, paints, polishes and adhesives

7. Cutting tools:– saws (back-, hack-, coping, figure saw, etc.), snips, knives, files,

scrapers, planes, chisels, drills, rasps, combination pliers, site cutters

b) Design communication:

1. Basic drawing equipment: board, T-square, rule, compasses, pencils, eraser

2. Coloured pencils, markers, paints

3. Computer and CAD/AutoCAD related programs

c) Resistant materials:

1. Selection of available woods, metals and plastics

2. Holding devices: bench with wood and metal vices, ‘G’-cramps, sash cramps,

carpenter's/engineer's bench/vice

3. Driving tools: hammers, mallets, pincher, screwdriver sets, hand drill,

spanners, wrenches, rivet.

4. Power tools: bench drilling machine, band/buffing machine (combination)

5. Soldering equipment, arc welding equipment

6. Protective clothing: gloves, apron, helmet, goggles

7. Portable electric tools:– jigsaw, orbital sander, belt/disc sander, router

d) Technology:

1. Power tools: bench drilling machine, jigsaw, orbital sander, angle grinder,

belt/disc-sander

2. Heat treatment: brazing hearth, strip heater

3. Soldering equipment, arc welding equipment

4. Protective clothing: gloves, apron, helmet, goggles

5. Plastic heater:– overhead heater or strip heater or oven

6. Lab equipment (According to Pert Industrial list)

7. Multi-meter

8. Megger


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9. Oscilloscope

10. Selection of pliers

11. Selection of screwdrivers

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509000 Facsimile: +264 62 509073 E-mail: [email protected] Website: http://www.nied.edu.na

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MINISTRY OF EDUCATION, ARTS AND CULTURE...ministry of education, arts and culture namibia senior secondary certificate (nssc) for implementation in 2019 for first examination in 2020