table of contents content page

TABLE OF CONTENTS

CONTENT PAGE

PREFACE 1

TABLE OF CONTENTS 2

1. INTRODUCTION 3

2. TECHNOLOGY EDUCATION AT A GLANCE 3

3. TECHNOLOGY LEARNING OUTCOMES ANDASSESSMENT STANDARDS

3

4. CONTINUOS ASSESSMENT (CASS) 4

5. PLANNING FORMAL ASSESSMENT 4

6. FURTHER EXPLANATION OF ASSESSMENTFORMS IN TECHNOLOGY

5

7. MODERATION 7

8. STAGES OF MODERATION 7

9. MODUS OPERANDI 8-10

10. LESSON PLAN EXEMPLAR 11

11. WORKSHEET FOR ACTIVITY 3 12

12. ASSESSMENT RUBRIC FOR ACTIVITY 2 13

13. STEPS IN DEVELOPING RUBRICS 14

14. ANNEXURES 15

1

1. INTRODUCTION

This document serves to highlight issues on assessment in Technology in the Intermediate and Senior Phase. Emphasis is on school based assessment.

The document should be read/ utilized in conjunction with Technology National assessment guideline document. Therefore the purpose of this document is not to repeat any part of the national assessment guidelines which are based on the assessment policy of February 2007 but merely to expand on issues not clearly stated yet crucial for micro planning of learner assessment.

2. Technology Education at a Glance is:

An ability to solve technology problems by investigating, designing, developing. Evaluating as well as communicating effectively in their own and other languages by using different modes;

A fundamental understanding of and ability to apply technological knowledge, skills and values, working as individuals and as group members, in a range of technological contexts;

A critical understanding of the interrelationship between Technology, society, the economy and the environment.

Learners learn to manage the technological resources at their disposal when developing products, and they impact they have on the environment and human rights.

Learners are provided with an opportunity to interact with business, institutions, various industries and mines that help them to adapt to changing economic and environmental realities.

3. TECHNOLOGY LEARNING OUTCOMES and ASSESSMENT STANDARDS

The Learning Outcomes and their respective Assessment Standards are structured such that, integration is unavoidable. The Learning Outcomes and their Assessment Standards play a role in the development of assessment tasks and activities. The assessment activities should consist of all the skills, knowledge and values embedded in the Learning Outcomes and Assessment Standards. The three Learning Outcomes are complementary to each other.

INTEGRATIONIntegration is the process of using different Learning Outcomes/Assessment Standards to enhance the process of teaching, learning and assessment. Integration promotes holistic learning and demonstrates the crosscutting nature of one or more Learning Areas and Learning Outcomes. Assessment should only focus on core Learning Outcomes and Assessment Standards.

2

4. CONTINUOUS ASSESSMENT (CASS)

Outcomes Based Assessment (OBA) requires the use of tools that appropriately assess learner achievement and encourage lifelong learning skills. Continuous assessment is considered the best model to assess outcomes of learning and teaching throughout the system and enable improvements to be made in the learning and teaching process. It must be used to support the learner developmentally and to feed back into teaching and learning and should not be interpreted merely as the accumulation of a series of traditional test results.

CASS is informal and formal, but it is formal tasks or activities that are recorded for purposes of progression and promotion. Informal assessment is very important; therefore it should be used to inform formal assessment. It is used for formative purposes to support teachers in their daily planning and to assist teachers in making professional judgment on learner performance. Informal Assessment evidence should be recorded as additional activities. During teaching and learning, practical exercises should be done in the form of resource tasks and assessed informally.

5. PLANNING FORMAL ASSESSMENT

An important part of planning is to decide at the Learning Programme Level what type of assessment will be used, and decide on the range of tasks to be assessed.

Each school should have a School Assessment Programme, which is a compilation of all the grade assessment plans. Each school should also have a Teacher Assessment Plan, which is derived from the Work Schedules and indicate the details of assessment per grade. Districts are at liberty to begin with a focus area of their choice unless the Province indicates otherwise. In Technology the assessment programme is included in the Work Schedule and the school should follow the stipulated Assessment Programme.

Technology should have four formal tasks per year in grades 4-8, and 3 in grade 9. A task refers to an assessment activity that is designed to assess a range of skills and competencies. Each task should consist of a research or assignment, a project, a test and a case study. The tasks should reflect research skills, analytic skills, designing skills, making or development skills, management skills, communication skills, evaluation and presentation skills. The following section describes evidence expected from the various forms/types of assessment that could be used by the educators to assess learning achievement.

3

Forms of assessment EvidenceResearch Research report, questionnaires,

surveys, observation sheets, case studies, interviews,

Assignment Practical tasks, drawings, acquisition of knowledge, skills development, etc.

Case Study Simulations, observation, interviews, etc.

Project Project portfolios: This is a presentation of the Design Process using multimedia.

Test /Examinations Written, practical, oral, audio-visual Tests are to be incorporated

within projects. Tests can be done individually

or in a group. Practical tests are used to

assess the manipulation skills of activities.

Tests should be used to assess overall understanding of skills, knowledge, and values.

Tests can be used to validate projects.

6. FURTHER EXPLANATION OF ASSESSMENT FORMS IN TECHNOLOGY

Project

A project in Technology is any exercise which has the following elements:

Be problem-orientated with opportunities to analyze problems or case studies.

An investigation Practical exercises Comprehensive and open-ended Tackled without close supervision, but with assessor guidance and

support.

Tasks and activities for this form of assessment will require learners to investigate, design, make, evaluate and communicate Technological solutions.Projects can involve individual or a group of learners. The assessor directs the choice of the project, usually by providing the learner with a topic or the brief for the investigation. A project can have the following forms of activities:

4

Assignments Research Excursions Site visits Demonstrations Exhibitions Case studies

Assignment

An Assignment is a problem solving exercise with clear guidelines and a specified length. It is more structured and less open-ended than projects, but they do not necessarily involve strict adherence to a prescribed procedure and they are not concerned exclusively with manual skills. They include short exercises used formatively to assess learners’skills development.

Test

Tests could be used for summative or formative purposes. They usually consist of a range of questions. Learners are required to respond to questions within a specified time. Tests are usually used to assess the recall of information and cognitive skills such as problem solving or analysis etc.

Case Study

Case studies are a detailed description of a specified situation. the situation can be real or simulated by the teacher. They can be taken from books, newspapers, magazines, videos or radios. Their purpose is to link real examples of Technology in the world outside to classroom activities. They can be used for either summative or formative purposes.

Research

A research involves the collection of data and / or information to solve a problem or to understand a particular set of circumstances. Learners should also process, present and use the information to solve the problem at hand.

5

7. MODERATION

It is a policy that moderation should be done per term in all grades, at school level, cluster level and district level. Moderation will be carried out to ensure that appropriate standards are maintained in the assessment process in the province. This will be done on a sample basis at the different levels of the process

According to the Assessment Policy of February 2007, continuous assessment should be moderated externally by professional support services within the guidelines set by the Provincial Education Department.

In Grades 4 - 8, CASS makes up 100% of the final Technology mark or level of achievement. In Grade 9 CASS makes up 75% of the final Technology mark or level of achievement and 25% comes from Common Task for Assessment (CTA) which will be used as a moderating tool for school based assessment.

8. STAGES OF MODERATION

LEVELS OF MODERATION

WHO MODERATES PORTFOLIOS TO BE MODERATED

SCHOOL PRINCIPAL/ HOD/ REPRESENTATIVE OF THE PRINCIPAL

ALL PORTFOLIOS should be submitted to the HOD and the HOD should sample according to the school assessment policy.

CLUSTER EDUCATORS/ CLUSTER LEADER (LEARNING AREA COMMITTEE CHAIR PERSON)/ DISTRICT CURRICULUM PERSONNEL

10 % OF LEARNERS’ PORTFOLIO PER SCHOOL(minimum of 5 if there are fewer than 50 learners in the learning area sampled from highest, average and lowest).

PROVINCE PROVINCIAL LEARNIG AREA CHAIR PERSONS/ THEIR REPRESENTATIVES

DETERMINED BY THE PROVINCIAL LEARNING AREAEXECUTIVE COMMITTEE

NATIONAL UMALUSI DETERMINED BY UMALUSI

6

9. MODUS OPERANDI

LEVEL 1: SCHOOL LEVELThis moderation should be conducted on an ongoing basis as tasks are

completed in the classroom situation.The moderation at school level should be conducted as follows:

All assessment tasks and tools must be moderated by HOD beforeadministered to the learners.

The learning area teacher marks tasks in red ink. The learning area head of department, Deputy Principal or Principal, must

then exercise further control in green ink. (THE SCHOOL MODERATING TEAM).

Comments, signature and a school stamp must appear on the moderated work. A school moderation tool (see annexure C) must be filled in and be submitted by the subject teacher during cluster moderation.

In school where there is no SMT member qualified in the learning area, arrangements with the neighbouring school can be made. If this is not possible done at cluster moderation by the learning area specialists.

Two copies of the mark schedule (see annexure B) must also be signed by the teacher, HOD and Principal

The number of learner portfolios to be presented for cluster moderation should be determined as follows:10% of learners’ portfolio must be prepared for moderation (minimum of 5 if there are fewer than 50 learners in the learning area sampled from highest, average and lowest).

LEVEL 2: CLUSTER LEVEL

Cluster moderation will take place according to the district CASS moderation schedule.

Each teacher brings along his/her master portfolio, required number of learner portfolios and two copies of the mark schedule

ROLE OF THE DCES INTERSEN

Coordinates CASS moderation plans/ programmes for the district for the year

Communicates the plans/ programmes to all circuit managers and schools

Ensures that the venues are booked and confirmed. Collates all the learning area reports

7

ROLE OF THE LEARNING AREA SPECIALIST (SES)

Assisted by the learning area cluster chairperson (teacher), organizes clusters moderation venue, attendance registers, moderation instruments and report form (see annexure).

Together with the Cluster chairperson decide on the role of each teacher (who moderates which assessment tasks).

Should moderates all the teacher master portfolios. Together with the Cluster chairperson decide on the moderation time per

school Verifies the evidence of School Moderation Ensures that all the schools have signed the attendance register

(Annexure G) Signs copy of mark lists after moderation Compiles the final moderation report (Annexure F) of the entire district.

ROLE OF THE CLUSTER CHAIRPERSON (TEACHER)

Fills in the moderation tool with the assistance of all the teachers in the moderation venue and records the findings

Leads discussion/report on the moderator’s findings. Signs learner portfolios. Verifies and signs copy of mark lists already signed and stamped by the

Principal and HOD. Compiles the final moderation report (Annexure E).

MODERATION PLANTIME GRADES

R- 8GRADE

9Term 1 March AprilTerm 2 July JuneTerm 3 September September Term 4 November CTA

LEVEL 3: PROVINCIAL LEVEL

Provincial learning area specialists (DCES) are responsible for this moderation.

This level of moderation takes place at the same time as the capturing of marks is done.

The reports provided by the district DCES plays a vital role in this level of moderation.

Common Tasks for Assessment (CTA) moderation will be conducted on a continuous basis when the learners are writing it.

8

LEVEL 4: NATIONAL LEVEL

This level of moderation can take place at any time during any other level of moderation.

UMALUSI officials may visit any site of moderation at their discretion theycan also call for portfolios from any school/ cluster/ district for moderation purposes.

They may as well use the reports compiled by district DCES.

CASS MODERATION INSTRUMENTS

Learning area recording sheets/ mark schedules School moderation tool (first level) Cluster moderation tool Cluster moderation reporting tool Cluster moderation register District moderation reporting tool

9

10. LESSON PLAN -EXEMPLAR

Learning Area: Technology Grade 8Content in Context: Processing –Change or improve properties to withstand forces.Selected Los and ASs

Integration across

Statement of the problem

Teaching and Learning Activities Details of Assessment

Barriers to learning

Date completed

LO1: Technological processes and skills

AS: InvestigateAS: DesignAS: MakeAS: EvaluateAS: Communicate

LO2: Technological knowledge and understanding

AS: Processing

LO3: Technology, Society and the Environment.

AS: Indigenous Technology

AS: ImpactAS: Bias

WITHINLO2 and LO3 integrated with LO1

ACROSS

Natural SciencesLO1: Scientific investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findings

SOCIAL SCIENCESAS: Evaluates the sources used.....

MathematicsLO4: MeasurementAS: Estimates, measures…….

When selecting a material for a particular product, the first question you need to ask is: what materials are suitable for the product?

A material which melts at a low temperature, for example, would not be suitable for making a saucepan. Similarly, a material which absorbs water, would be unsuitable for making wellington boots.It is essential therefore, to choose material with appropriate properties.

Activity1Learners are asked to find out the meaning of the following terms:

Tension force Compression force Bending force Torsion force Shearing force

Remember to write down where you found the information. (sources)

Activity2Learners are asked to collect different types of materials (wood, textiles, plastics, metals, glass).They are helped to perform practical tests on them, to find out properties that cause their resistance to the different forces.

Activity3Learners are given a list of products. They are asked to identify:

Materials they are made of Properties of materials /

Suitability Processes undergone.

Forms

ResearchAssignment

Methods

Teacher and peer assessment

Tools

Rubric worksheet

The teacher will: bring some resources,borrow from other schools andorganize magnifying glasses for learners to enhance their observation.

Resources: wood, textiles, plastics, metals, glassExpanded opportunities: more work to be given to fast learners.

More practical demonstrations or tests to be done by fast learners.Reflections:Environment not providing a wide variety of materials.

10

References Garratt, J. 1998. Design and technology , Second Edition, pp. 196-2

11. WORKSHEET FOR ACTIVITY 3

PRODUCTMATERIALS FROM WHICH IT IS MADE

PROPERTIES OF MATERIAL/ SUITABILITY

PROCESSES UNDERGONE

Corrugated ironWooden chair Plastic seat Textile table cloth Plastic table clothTextile bagBathroom cabinetKitchen unitsBack of lounge furnitureGlass jarIron polesStainless steel potsPlastic floor tilesBaths and washbasinsSaucepan handlesTights Measuring jug

11

12 ASSESSMENT RUBRIC FOR ACTIVITY 2

Inve

stig

ates

7-Oustanding achievement(80-100%)

6-Meritorious achievement(70-79%)

5- Substantial Achievement(60-69%)

4- Adequate achievement

(50-59%)

3- Moderate Achievement

(40-49%)

2-Elementary Achievement(30-39%)

1- Not Achieved

(0-29%)Perform practical tests on manyproducts, have discovered almost all the properties of materials they are made of and have mentioned allprocesses undergone.

Perform practical tests on mostproducts; have discovered most properties of materials they are made of and have mentioned most of the processes undergone.

Perform practical tests on nine- tenproducts and have discovered a number of properties of materials they are made of and have mentioned a number of processes undergone.

Perform practical tests on seven-eight products, have discovered,a number of properties of materials they are made of and have mentioned few processes undergone.

Perform practical tests on five- sixproducts, have discovered fewproperties of materials they are made of have mentioned few processes undergone.

Perform practical tests on three-fourproducts, have discovered very few properties of materials they are made of and couldn’t mention the processes undergone.

Perform practical tests on one-twoproducts have discovered one or no properties of materials they are made of and couldn’t mention the processes undergone.

Assessment Programme is included in the Work Schedule and the school should follow the stipulated Assessment Programme. Choose focus area of own choice to start with in the Work Schedule.

12

13. Steps in developing Rubrics

Examine the Assessment Standards that describe the task Ensure that the Skills, Knowledge and Values (SKV’s) that are assessed are specified in the activity. Set out the criteria in order of importance for all mark allocation Write thorough narrative descriptions for all levels Start with the descriptions of excellent work, poor work and intermediate/ middle levels, other levels will develop

smoothly from each extreme end Check if the rubric is in line with the Assessment Standards and the activity and revise if necessary.

13

14. ANNEXURES

ANNEXURE A

Technology Work schedule with Assessment Programme

ANNEXURE B

Example of Learning Area recording sheets from Grade 4 –Grade 9.

ANNEXURE C

School Based Moderation Tool

ANNEXURE D

Cluster Moderation Tool

ANNEXURE E

Cluster Moderation Report

ANNEXURE F

Moderation Attendance Register

ANNEXURE G

District Moderation Report

ANNEXURE A

1

WORK SCHEDULE

WORK SCHEDULE

LEARNING AREA –TECHNOLOGY GRADE 9TERM1 LO’s and AS,s INTEGRATION CONTENT IN CONTEXT RESOURCES ASSESSMENT

PROGRAMMETEACHING AND LEARNING STRATEGIES



LO2: Technological knowledge and understandingAS: ProcessingLO3: Technology, Society and the Environment.AS: Indigenous

TechnologyAS: ImpactAS: Bias

WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial SciencesAS: Analyses the information in the sources.MathematicsLO4: MeasurementAS: Solves problems –measuring precisely and selecting measuring instruments appropriate to the problem.

Processing

Change and improve properties:

Galvanised Frozen Dried Painted Varnished Electroplated

And how recyclable materials can be re-manufactured

Textiles Wood PlasticsIron Food Glass etc

TASK 1Forms :Case studyAssignment / ResearchTestProject

Methods Teacher Peer

Tools WorksheetMemorandum Rubric Project Portfolio

Setting a problem in a familiar context…Presenting this as a case study.

Learners encouraged to evaluate existing products for effectiveness.

Tasks done in pairs or in small groups.

Learners encouraged to solve problems using design process.

Developing skills in learners by means of resource tasks.

ANNEXURE A

2

TERM2 LO’s and AS,s INTEGRATION CONTENT IN CONTEXT RESOURCES ASSESSMENT PROGRAMME

TEACHING AND LEARNING STRATEGIES



LO2: Technological knowledge and understandingAS: Structures



AS: ImpactAS: Bias

WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific

investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsMathematicsLO4: MeasurementAS: Solves problems –measuring precisely and selecting measuring instruments appropriate to the problem.Social SciencesLO2: Geographical knowledge and understanding.AS: Identifies ways in which science and technology have contributed positively and negatively to development

Structures

Properties of materials that affect performance:

Mass Hardness Stiffness Flexibility Corrosion

resistance Strength in

tension Compression Shearing

Effects of load in frame and shell structures:

Analysis of the effects of different loads :Even / uneven Static / dynamic

Waste materialNewspapersScissorsSmall hand hammerNailsScrewdriversTextilesMetalsWood etc









ANNEXURE A

3




AS: InvestigateAS: DesignAS: MakeAS: EvaluateAS: CommunicateLO2: Technological knowledge and understandingAS: Systems and control -MechanicalLO3: Technology, Society and the Environment.

AS: Indigenous



investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsLanguagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes.Arts and CultureLO3: Participating and collaborating.AS: Shows concern and sensitivity to the feelings, values and of others in solving problems that arise in art activities.

Systems and Control-mechanical

Practical analysis of interacting systems and sub systems:

gear systems pulley systems mechanical control

systems pneumatic and

hydraulic systems

Represent them using systems diagrams

Egg beaterTin openerScissors Waste bin that opens by pressing a foot on the pedal Car jack etc









ANNEXURE A

4




AS: InvestigateAS: DesignAS: MakeAS: EvaluateAS: CommunicateLO2: Technological knowledge and understandingAS: Systems and control - Electrical

LO3: Technology, Society and the Environment.AS: Indigenous



investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial SciencesLO2: Historical knowledge and understanding.AS: Gives reasons for and explains the results of key events and changes in more than one contextLanguagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes

Systems and Control-Electrical

Use of simple electronic circuits and devices to make output respond to input signal in household devices.

Represent them using Circuit diagrams Systems diagrams Truth tables

Paper clipsResistorsGlobesCellsTransistors etc

TASK 4Forms Case studyAssignment / ResearchTestProject








ANNEXURE A

5

LEARNING AREA –TECHNOLOGY GRADE 8TERM1 LO’s and AS,s INTEGRATION CONTENT IN

CONTEXTRESOURCES ASSESSMENT





AS: Processing


AS: Indigenous


WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial sciencesAS: Evaluates the sources used.....MathematicsLO4: MeasurementAS: Estimates, measures…….

Processing

1.Change or improve properties to:

withstand forces:TensionCompressionBending TorsionShear

2. And to increase strength or life-span.

3.Specific properties suitable for packaging

Textiles Wood PlasticsIron NewspaperPaper glueWaste material









ANNEXURE A

6




AS:1nvestigateAS: DesignAS: MakeAS: EvaluateAS: Communicate



AS: Indigenous TechnologyAS: ImpactAS: Bias

WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial sciencesAS: Evaluates the sources used....MathematicsLO4: MeasurementAS: Estimates, measures…….

StructuresFrame structures:structural components:

Columns Beams arches Buttresses Struts Stays Guys Ties

reinforcing techniques: Triangulation Webs and fillets Orientation and

cross-sectional area of members

strengthening in bridges and towers:

Relationship between size and shape of the base , the centre of gravity

Waste materialNewspapersCello tapePaper glueScissorsSmallHand hammerNailsScrewdrivers



Tools worksheetMemorandum Rubric Project Portfolio


Learners encouraged evaluate existing products for effectiveness.




ANNEXURE A

7

TERM3 LO’s and AS,s INTEGRATION CONTENT IN CONTEXT

RESOURCES ASSESSMENT PROGRAMME




LO2: Technological knowledge and understandingAS: Systems and control -Mechanical




investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsLanguagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: - selects relevant material and take notes. Arts and CultureLO3: Participating and collaborating:AS: Practices entrepreneurial skills collaboratively in marketing artworks


Change direction of movementUsing components and / or the value of force in systems:

Cams Pistons Pivot and sliderEccentric wheelsLever systemsLinked lever systems


Egg beaterTin openerScissors Waste bin that opens by pressing a foot on the pedal etc

TASK 3Forms :Case studyAssignment / Research TestProject


ToolsWorksheet Memorandum Rubric Project Portfolio






ANNEXURE A

8






AS: Systems and control -Electrical


AS: Indigenous



investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial SciencesLO2: Historical knowledge and understanding.AS: Gives reasons for and explains the results of events that have changed the ways that people live in a given context.LanguagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes.

Systems and Control-ElectricalHow electrical circuits withmore than one input or control device will work based on different logic conditions


CellsResistorsTransistorsGlobes

TASK 4Forms :Case studyAssignment / Research TestProject








ANNEXURE A

9

WORK SCHEDULE






AS: Processing



WITHIN.LO2 and LO3 integrated with LO1

ACROSSNatural SciencesLO1: Scientific investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findings

SOCIAL SCIENCESLO1:Historical EnquiryAS: Compiles and organises information from a number of sources….


Processing

1.Change or improve properties to:

Strength Fire resistance Waterproofing Taste Volume Texture

Textiles Wood PlasticsIron Food etc









ANNEXURE A

10

TERM2 LO’s and AS,s

INTEGRATION CONTENT IN CONTEXT RESOURCES ASSESSMENT PROGRAMME





AS: structures


AS: Indigenous



ACROSSNatural SciencesLO1: Scientific

investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findings


SOCIAL SCIENCESLO2: Geographical knowledge and understandingAS: Identifies how risks and hazards can be managed.

Structures

Properties and use of material,Stability , strengthening and joining techniques in shelters.

Waste materialNewspapersCello tapePaper glueScissorsSmall hand hammerNailsScrewdrivers

TASK 2Forms : Case studyAssignment / ResearchTestProject








ANNEXURE A

11









investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsLanguagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes.Arts and CultureLO3: Participating and collaborating.AS: Transforms personal experiences into forms of expression.


Change direction of movementUsing components and / or the value of force in systems:

Cams Pistons Pivot and sliderEccentric wheelsLever systemsLinked lever systems











ANNEXURE A

12





LO2: Technological knowledge and understandingAS: Systems and control -Electrical




investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial SciencesLO2: Geographical knowledge and understandingAS: Identifies how risks and hazards can be managed.LangagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes

Systems and Control-ElectricalHow electrical circuits with more than one input or control device willwork based on different logic conditions


GlobesCellsTransistorsResistors

TASK 4Forms Case studyAssignment / ResearchTestProject








ANNEXURE A

13

WORK SCHEDULE






AS: Processing



AS: ImpactAS: Bias

WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsSocial sciences.MathematicsLO4: Measurement

Processing

Preservation Canning e.g jam

making, canned fruit

Drying Coating e.g

metals, timber etc Sweet making Pasteurisation

IngredientsStovesMetalsWood









ANNEXURE A

14




AS:1nvestigateAS: DesignAS: MakeAS: EvaluateAS: Communicate




WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsSocial sciencesMathematicsLO4: Measurement

StructuresFrame structures:

Properties of materials Stiffness Strength Brittleness Hardness flexibility

Stability and Reinforcement

Triangulation Base size Ground anchors Cross-sections Cross-braces

Waste materialNewspapersCello tapePaper glueScissorsSmallHand hammerNailsScrewdriversStrawsDowels

TASKForms :Case studyAssignment / ResearchTestProject


Tools worksheetMemorandum Rubric Project Portfolio


Learners encouraged evaluate existing products for effectiveness.




ANNEXURE A

15









investigations

LanguagesLO5: Thinking and reasoning.

Arts and CultureLO3: Participating and collaborating:


Types of movements

Linear Oscillating Reciprocating Circular swinging

The relationship between the type and magnitude of input and output when using:

Mechanical systems e.g lever systems, gear systems, pulley systems

Pneumatic systems Hydraulic systems




ToolsWorksheet Memorandum Rubric Project Portfolio






ANNEXURE A

16






AS: Systems and control -Electrical


AS: Indigenous



investigationsSocialal SciencesLO2: Historical knowledge and understanding.LanguagesLO5: Thinking and reasoning.

Systems and Control-Electrical

Simple electric circuits

Connecting wires, battery, switch, output device

How electrical energy can be converted into other forms e.g light, heat, sound, movement.

CellsResistorsTransistorsGlobes









ANNEXURE A

17

WORK SCHEDULE





LO2: Technological knowledge and understandingAS: ProcessingLO3: Technology, Society and the Environment.AS: Indigenous


WITHINLO2 and LO3 integrated with LO1ACROSSNatural SciencesLO1: Scientific investigationsSocial Sciences

MathematicsLO4: Measurement

Processing

Transformation of materials into products.

Plaster casting Papier mache Moulding eg glass

blow in packaging, candle making

Textiles PaperPaper glueAppliqué glueNeedles etc









ANNEXURE A

18

TERM2 LO’s and AS,s INTEGRATION CONTENT IN CONTEXT

RESOURCES ASSESSMENT PROGRAMME




LO2: Technological knowledge and understandingAS: ProcessingLO3: Technology, Society and the Environment.

AS: Indigenous



investigations


Social SciencesLO2: Geographical knowledge and understanding.

Processing

Transformation of materials into products.

Sewing Appliqué

work Knitting and

crotcheting










ANNEXURE A

19




AS: InvestigateAS: DesignAS: MakeAS: EvaluateAS: CommunicateLO2: Technologicalknowledge and understandingAS: StructuresLO3: Technology, Society and the Environment.

AS: Indigenous



investigations

LanguagesLO5: Thinking and reasoning.Arts and CultureLO3: Participating and collaborating..

Structures

Types of structures

Frame Shell solid

Relationship between the structure and the load it supports eg

Arch bridge Beam bridge Cantilever etc










ANNEXURE A

20




AS: InvestigateAS: DesignAS: MakeAS: EvaluateAS: CommunicateLO2: Technological knowledge and understandingAS: Systems and control -mechanical




investigations

Social SciencesLO2: Historical knowledge and understanding.


Systems and Control

Energy sources to power mechanical systems in order to make a product move in some way.

Wind Air Sun etc.

Egg beaterTin openerScissors Waste bin that opens by pressing a foot on the pedal Car jack etc









ANNEXURE A

21

WORK SCHEDULE






AS: Processing



WITHIN.LO2 and LO3 integrated with LO1

ACROSSNatural SciencesLO1: Scientific investigations

SOCIAL SCIENCESLO1:Historical Enquiry


Processing

Properties of materialsand their influence on the effectiveness of products

Wood Food clay

Wood Iron Food etc









ANNEXURE A

22






AS: Processing


AS: Indigenous



ACROSSNatural SciencesLO1: Scientific

investigations


SOCIAL SCIENCESLO2: Geographical knowledge and understanding

Processing

Properties of materials and their influence on the effectiveness of products

Plastics Paper fabric

Plastics TextilesDifferent kinds

of paper









ANNEXURE A

23









investigations


Arts and CultureLO3: Participating and collaborating.

Structures

Strengthening of structures

Tubing and folding Triangulation Strong joints

Waste materialNewspapersCello tapePaper glueScissorsSmall hand hammerNailsScrewdrivers

TASK 3Forms ;Case studyAssignment / ResearchTestProject








ANNEXURE A

24





LO2: Technological knowledge and understandingAS: Systems and control -mechanicalLO3: Technology, Society and the Environment.AS: Indigenous



investigationsAS : Plans investigationsAS: Conducts investigations and collect dataAS: Evaluates data and communicate findingsSocial SciencesLO2: Geographical knowledge and understandingAS: Identifies how risks and hazards can be managed.LangagesLO5: Thinking and reasoning.AS: Collects and records information in different ways: -selects relevant material and take notes

Systems and Control-Mechanical

Simple mechanisms

Pivots Hinges Wheels and axles Levers and

linkages Cams cranks

Egg beaterTin openerScissors Waste bin that opens by pressing a foot on the pedalPaper Waste etc









ANNEXURE B

1

TECHNOLOGY ASSESSMENT RECORDING SHEET

GRADE: ...……CONTINUOUS ASSESSMENT (CASS)

FIN

AL

ASS

ESS

ME

NT

TASKSTERM: ……….STRUCTURES

TERM: ……….PROCESSING

TERM: ………SYSTEM & CONTROL

TERM: ……….SYSTEM & CONTROL

FIN

AL

CA

SS

TO

TA

L

FORMS OF ASSESSMENT

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

HP

RO

JEC

T

TE

ST

TO

TA

L

MO

D. M

AR

K

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

HP

RO

JEC

T

TE

ST

TO

TA

L

MO

D. M

AR

K

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

HP

RO

JEC

T

TE

ST

TO

TA

L

MO

D. M

AR

K

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

H

PR

OJE

CT

TE

ST

TO

TA

L

MO

D. M

AR

K

SURNAME & NAME 15 15 30 15 75 75 15 15 30 15 75 75 15 15 30 15 75 75 15 15 3300 1155 7755 7755 330000 %% LL

12345678910111213

ANNEXURE B

2

141516171819202122232425

NAME OF SCHOOLSIGNATURES:

EDUCATOR: SMT / PRINCIPAL MODERATOR:

DATE: DATE: DATE:

ANNEXURE B

3

TECHNOLOGY ASSESSMENT RECORDING SHEET

GRADE: 9CONTINUOUS ASSESSMENT (CASS)

FIN

AL

ASS

ESS

ME

NT

TASKSTERM: ……….STRUCTURES

TERM: ……….PROCESSING

TERM: ………SYSTEM & CONTROL

TO

TA

L

TO

TA

L C

ASS

MA

RK

CT

A C

ASS

MA

RK

FORMS OF ASSESSMENT

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

H

PR

OJE

CT

TE

ST

TO

TA

L

MO

D. M

AR

K

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

H

PR

OJE

CT

TE

ST

TO

TA

L

MO

D. M

AR

K

CA

SE S

TU

DY

ASS

IG /

RE

SEA

RC

H

PR

OJE

CT

TE

ST

TO

TA

L

MO

D. M

AR

K

SURNAME & NAME 20 20 40 20 100 100 20 20 40 20 100 100 20 20 40 20 100 100 330000 75 2255 %% LL

12345678910111213

ANNEXURE B

4

141516171819202122232425

NAME OF SCHOOLSIGNATURES:

EDUCATOR: SMT / PRINCIPAL MODERATOR:

DATE: DATE: DATE:

ANNEXURE C

1

Province of the

EASTERN CAPEDEPARTMENT OF EDUCATION

SCHOOL BASED MODERATION TOOL(LEVEL 1 MODERATION)

EDUCATOR:……………………. SCHOOL………………………. DATE: ……………………

DISTRICT: ……………………… LEARNING AREA: ……… NO OF LEARNERS: ……

NO OF LEARNER PORTFOLIOS SUBMITTED: …………….. GRADE: …………………

NAME OF LEARNERS: 1. ….…………………………………2. ……………………………………3. ……………………………………………..

4. ……………………………………5. ……………………………………6.……………………………………………..

1. MASTER PORTFOLIO

1.1 Is the portfolio logically arranged: cover page, index, time table?

Y/N COMMENTS

1.2 Is the time allocation in line with policy requirements?

1.3 Assessment plans1.4 Learning Programmes, Work Schedule and Lesson plans1.5 NCS policy and Assessment Guidelines1.6 Does the TASK(s) reflect all required components of the

learning area?1.7 Are LO s and ASs indicated?1.8 Is there a variety of forms of Assessment included?

1.9 Are assessment tools relevant, correct to the tasks given?1.10 Is marking done properly?1.11 Is the standard, quality, content coverage of tasks satisfactory?

1.12 Are alphabetical recording sheets included?

2. LEARNER PORTFOLIO

2.1 Is the portfolio logically arranged: cover page, index? 2.2 Is the portfolio neat and tidy?2.3 Does the TASK(s) reflect all required components of the

Learning area?2.4 Is there a variety of forms of Assessment included?2.5 Is marking done properly?2.6 Is the standard, quality, content coverage of tasks satisfactory?

SIGNATURE DATE

EDUCATOR ………………………………….. ……………………..

HOD …………………………………… ……………………..

PRINCIPAL …………………………………… ……………………..

ANNEXURE D

1

MODERATION TOOL

DISTRICT:………….……… … SCHOOL: ………………. DATE: ………….

TEACHER: …………………..... CLUSTER:……….……… TERM:…………..

NO. OF LEARNERS:………..... NO. OF PORTFOLIOS SUBMITTED: ……..….

GRADE:………………

TEACHERS PORTFOLIO YES NO COMMENTS1. Does the Portfolio reflect the following?1.1 Index1.2 Timetable1.3 Assessment programme1.4 Planning1.5 NCS policy 1.6 Assessment policy1.7 Recording sheets 1.8 Evidence of School-Based Moderation

ASSESSMENT TASKS GIVEN TO LEARNERS :2. Assessment task: …..

Structures2.1 Case study2.1.1 Quality/ level/standard of the task2.1.2 Content coverage 2.1.3 Relevance of memo/ rubric/checklist 2.2 Assignment / research2.2.1 Quality/ level/standard of the task2.2.2 Content coverage 2.2.3 Relevance of memo/ rubric/checklist 2.3 Project2.3.1 Quality/ level/standard of the task2.3.2 Content coverage 2.3.3 Relevance of memo/ rubric/checklist 2.4 Test 2.4.1 Quality/ level/standard of the task2.4.2 Content coverage 2.4.3 Relevance of memo/ rubric/checklist LEARNER PORTFOLIO1. ……………………….2. ……………………….3. ……………………….4. ……………………….5. ……………………….3. Does the Portfolio reflect the following?

Cover page3.2 Index

ANNEXURE D

2

Structures3.3.Case study3.3.1 Evidence 3.3.2 Quality of the task3.3.3 Is it marked accurately 3.4 Assignment / research3.4.1 Evidence 3.4.2 Quality of the task3.4.3 Is it marked accurately 3.5 Project3.5.1 Evidence 3.5.2 Quality of the task3.5.3 Is it marked accurately 3.6 Test

3.6.1 Evidence 3.6.2 Quality of the task3.6.3 Is it marked accurately

Name Signature Date

Educator: ……………………………. ………………………. ……………

Cluster leader:………………………. ………………………. ……………

District official:………………………. ………………………. ……………(ONE FOR EACH TERM)

ANNEXURE E

ANNEXURE G41Province of the

EASTERN CAPE DEPARTMENT OF EDUCATION

MODERATION ATTENDANCE REGISTER

DISTRICT: NAME OF CLUSTER: DATE:

LEARNING AREA:___________________ GRADE: _______________ TERM: _______________

Surname First name School Contactoffice and cell

Signature

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

table of contents content page

Documents