design and technology syllabus - zimsecsyllabus the design and technology syllabus is a single...
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ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
DESIGN AND TECHNOLOGY
SYLLABUS
FORMS 5 - 6
2015 - 2022Curriculum Development and Technical Services
P. O. Box MP 133Mount Pleasant
Harare
© All Rrights Reserved2015
Design and Tecvhnology Syllabus Forms 5 - 6
i
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge contributions made by the following towards the development and production of this syllabus:
• The National Design and Technology Syllabus Panel• Zimbabwe School Examinations Council(ZIMSEC)• Belvedere Technical Teachers’ College• University of Zimbabwe: Department of Technical Education (UZ)• National University of Science and Technology (NUST)• Captains of Industry• United Nations Children’s Emergency Fund (UNICEF)• UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)
Design and Technology Syllabus Forms 5 - 6
ii
CONTENTSACKNOWLEDGEMENTS .....................................................................................................................i
CONTENTS ...........................................................................................................................................ii
1.0 PREAMBLE ....................................................................................................................................1
2.0 PRESENTATION OF SYLLABUS ..................................................................................................1
3.0 AIMS ................................................................................................................................................2
4.0 SYLLABUS OBJECTIVES .............................................................................................................2
5.0 METHODOLOGY AND TIME ALLOCATION ..................................................................................2
6.0 TOPICS ...........................................................................................................................................2
7.0 SCOPE AND SEQUENCE ..............................................................................................................3
FORM 5 .................................................................................................................................................4
8.0 COMPETENCY MATRIX .................................................................................................................4
FORM 6 .................................................................................................................................................11
8.0 COMPETENCY MATRIX .................................................................................................................11
9.0 ASSESSMENT ................................................................................................................................16
DESIGN AND TECHNOLOGY ASSESSMENT MODEL ......................................................................18
1
1.0 PREAMBLE
1.1 Introduction
The Design and Technology syllabus is designed for Forms 5-6 learners who have done Design and Technol-ogy, Wood Technology and Design, Metal Technology and Design, Building Technology and Design, Technical Graphics and Design and Art and Design from Forms 1-4.Itusesscientific,technological,engineering,mathematical (STEM) principles and design processes in solving problems through creativity, innovation and invention for cultural and economic well-being of society. This approach encourages the acquisition of competen-cy-based technological skills, knowledge and attitudes which are relevant to the requirements of trade and industry, further studies and self-reliance. The syllabus embraces inclusivity in the learning and teaching of Design and Technology.
1.2 Rationale
The educational philosophy of the syllabus is concerned with the development of competency based skills and ethical attributes (Unhu/Ubuntu/Vumunhu) which empha-sizethelearners’roleinmakingandshapingtheenvi-ronment whilst adding value to it. This encourages the learner to employ design and technological skills through problem solving processes to produce value added products using appropriate equipment and materials for the community, nation and global markets. It enables learners to design products which can be patented. The syllabus enables learners to explore numerous Design and Technology career opportunities. This also encourages learners to value the use of multi- materials, Science, Mathematics and other related learning areas.
The Design and Technology syllabus enables learners to develop skills in:
• Creativity• Invention• Innovation• Designthinking• Enterprising• Valueadditionandbeneficiation• Problemsolving• Leadership• Communication
1.3 Summary of Content
This syllabus covers theory and practical activities in Design and Technology.
It focuses on:
• HealthandSafety• ProductDesign• GraphicDesign• Materials• SystemsandControl• ValueAdditionandBeneficiation• IntellectualPropertyRights
1.4 Assumptions
The syllabus assumes that learners have knowledge in the following:
• Drawingstandardsandconventions• MaterialScience• ProductDesign• EnterpriseEducation• InformationandCommunicationTechnology(ICT)
1.5 Cross - cutting themes
In order to foster competency development for further studies, life and work, the following cross-cutting issues have been taken into consideration:
• Inclusivity• Environmentalissues• InformationCommunicationTechnology(ICT)• DisasterRiskManagement• LifeSkills• Respectforlife• Heritagestudies
2.0 PRESENTATION OF SYLLABUSThe Design and Technology syllabus is a single document covering Forms 5-6. It contains the Preamble, Aims,Objectives,SyllabusTopics,Methodology,Scopeand Sequence, Competency Matrix and Assessment
Design and Technology Syllabus Forms 5 - 6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
2
3.0 AIMS The aims are to help learners to:
3.1 design value-added products that solve local problems and engage in inventions for the community, nation and the ever changing tech-nological world
3.2 apply indigenous knowledge systems to de-sign in the areas of social, economic, culture and the environment
3.3 apply enterprise skills through problem solving3.4 exercisejudgmentofaesthetic,ergonomic,
anthropometric and technological nature3.5 foster a range of transferable skills and attri-
butes 3.6 apply communication and critical thinking skills
central to design, making and evaluation 3.7 patent their products
4.0 SYLLABUS OBJECTIVESLearnersshouldbeableto:
4.1 observe health and safety procedures in the design and manufacture of products
4.2 experiment with design ideas to solve commu-nity based problems
4.3 use appropriate materials and equipment to attain quality products
4.4 plan production processes4.5 undertake market research4.6 identify situations for which design solutions
are required in communities4.7 exhibitenterpriseskillsbyrecognizingoppor-
tunities and constraints in design4.8 apply ICT knowledge to monitor and control
product development4.9 make aesthetic, economic, moral (ethical) and
technologicalvaluejudgment4.10 develop a maintenance culture4.11 applyscientificandtechnologicalknowledge
and skills in solving problems in the environ-ment
4.12 apply appropriate communication techniques toinformandjustifydesignideasthroughexhi-bitions
4.13 follow the correct patenting procedures for intellectual property rights
5.0 METHODOLOGY AND TIME ALLOCATION
Methodology
This syllabus is based on learner-centred and multi-sen-sory approaches in the learning and teaching of Design and Technology. Material Science, Technology, Engineer-ing, Mathematics and Drawing should be integral.
The approaches should involve application of principles of sustainability. The use of ICT, Computer Aided Design/Manufacturing (CAD/CAM) is a requirement. Suggested Methods
• Discussion• Projectwork• Groupwork• Experimentation• Problemsolving• Demonstration• Educationaltours• Resourcepersons• Observation• Teamteaching• Exhibition
Time Allocation Fourteen periods of 40 minutes each per week should be allocated to adequately cover the syllabus. Two double periods for theory and two blocks of 5 periods for practicals/experimentsshouldbeallocated.Learnersshould be engaged in at least two educational tours per year, one exhibition per year, one seminar per term and attachment of two weeks during vacation in related industries at Form 5.
6.0 TOPICSThe syllabus consists of eight topics listed below:
6.1 HealthandSafety6.2 Product Design6.3 Materials6.4 Systems and Control 6.5 Graphic Design6.6ValueAdditionandBeneficiation6.7. Intellectual Property Rights6.8 Enterprise Education
Design and Technology Syllabus Forms 5 - 6
3
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
7.0
SC
OPE
AN
D S
EQU
ENC
E
- 7.0
SC
OPE
AN
D S
EQU
ENC
E TO
PIC
FO
RM 5
FO
RM 6
7.
1 H
EALT
H A
ND
SAF
ETY
D
isas
ter m
anag
emen
t
Wor
ksho
p m
anag
emen
t
Indu
stria
l was
te m
anag
emen
t
7.2
PRO
DU
CT
DES
IGN
Cul
tura
l and
tech
nolo
gica
l inf
luen
ce o
n de
sign
Prac
tical
des
ign
appl
icat
ion
Pr
actic
al d
esig
n ap
plic
atio
n
Envi
ronm
ent a
nd s
usta
inab
ility
7.3
MAT
ERIA
LS
En
gine
erin
g m
ater
ials
and
thei
r app
licat
ions
7.4
SYST
EMS
AND
CO
NTR
OL
St
ruct
ures
Mec
hani
sms
El
ectro
nics
St
ruct
ures
Mec
hani
sms
El
ectro
nics
7.5
GR
APH
IC D
ESIG
N
Ap
plie
d ge
omet
ry
C
ompu
ter A
ided
Des
ign
(CAD
)
Appl
icat
ion
of g
raph
ic p
rodu
cts
7.6
VALU
E AD
DIT
ION
AN
D
B
ENEF
ICIA
TIO
N
M
anag
emen
t of l
ocal
reso
urce
s
Man
agem
ent o
f loc
al re
sour
ces
7.7
INTE
LLEC
TUAL
PR
OPE
RTY
R
IGH
TS
Pa
tent
ing
Pate
ntin
g
7.8
ENTE
RPR
ISE
EDU
CAT
ION
Busi
ness
man
agem
ent
Car
eer o
ppor
tuni
ties
4
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
FOR
M 5
8.0
CO
MPE
TEN
CY
MAT
RIX
8.1
TOPI
C 1
: HEA
LTH
AN
D S
AFE
TY
- FORM
5
8.0
C
OM
PETE
NC
Y M
ATR
IX
8.1
TOPI
C 1
: HEA
LTH
AN
D S
AFET
Y
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.1.
1 W
ASTE
MAN
AGEM
ENT
id
entif
y m
etho
ds o
f was
te
man
agem
ent
pr
actic
e w
aste
m
anag
emen
t met
hods
obse
rve
rele
vant
By
-law
s
W
aste
man
agem
ent
met
hods
By-la
ws
Id
entif
ying
met
hods
of
was
te m
anag
emen
t
Appl
ying
met
hods
of w
aste
m
anag
emen
t Observingre
levantB
y-la
ws
Vi
sitin
g w
aste
man
agem
ent
site
s
IC
T to
ols
Pr
int M
edia
Res
ourc
e pe
rson
s
Site
s
8.1.
2 D
ISAS
TER
M
ANAG
EMEN
T
dem
onst
rate
fire
dril
l pr
oced
ures
iden
tify
safe
ty o
utle
ts
id
entif
y di
sast
er
man
agem
ent e
quip
men
t
supp
ort t
he a
ffect
ed
Fi
re d
rill p
roce
dure
s
Dis
aste
r man
agem
ent
equi
pmen
t
InternationalO
rganization
forS
tandards(ISO
)C
ertif
icat
ion
D
emon
stra
ting
fire
drill
proc
edur
es
R
ehea
rsin
g po
sitiv
e an
d sa
fe re
spon
se to
a d
isas
ter
R
eact
ing
to d
isas
ters
Sele
ctin
g th
e rig
ht
equi
pmen
t and
pro
cedu
res
Id
entif
ying
esc
ape
rout
es
Pr
oced
ure
man
ual
Es
cape
rout
es a
nd
asse
mbl
y po
ints
Res
ourc
e pe
rson
s
Fire
- fig
htin
g eq
uipm
ent
IC
T to
ols
R
egul
ator
y Ac
ts
St
anda
rds
Asso
ciat
ion
of
Zim
babw
e (S
AZ)B
oard
and
m
ater
ials
8.1.
3 W
OR
KSH
OP
M
ANAG
EMEN
T
plan
the
layo
ut d
esig
n
mai
ntai
n eq
uipm
ent
de
mon
stra
te a
m
aint
enan
ce c
ultu
re
Layout
Organization
Eq
uipm
ent m
aint
enan
ce
and
stor
age
Pl
anni
ng w
orks
hop
layo
ut
Organizing
stor
age
of
equi
pmen
t and
mat
eria
ls
M
aint
aini
ng a
nd re
pairi
ng
equi
pmen
t w
ithin
and
ou
tsid
e th
e sc
hool
W
orks
hop
plan
s
ICT
tool
s
Prin
t Med
ia
Fa
ctor
ies
and
Safe
ty A
ct
1996
Educ
atio
nal t
ours
Res
ourc
e pe
rson
s
4 5
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.2
TOPI
C 2
: PR
OD
UC
T D
ESIG
N
- 8.2
TOPI
C 2
: PR
OD
UC
T D
ESIG
N
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.2.
1 C
ULT
UR
E AN
D
TEC
HN
OLO
GIC
AL
INFL
UEN
CE
ON
DES
IGN
ge
nera
te n
ew id
eas
base
d on
indi
geno
us d
esig
ns to
so
lve
com
mun
ity b
ased
pr
oble
ms
cr
eate
new
idea
s ba
sed
on
avai
labl
e te
chno
logi
es to
so
lve
real
life
pro
blem
s in
co
mm
uniti
es
In
dige
nous
des
igns
Impa
ct o
f tec
hnol
ogy
on
desi
gn
G
ener
atin
g ne
w id
eas
base
d on
indi
geno
us
desi
gns
to s
olve
com
mun
ity
base
d pr
oble
ms
C
reat
ing
new
idea
s ba
sed
on a
vaila
ble
tech
nolo
gies
to
solv
e re
al li
fe p
robl
ems
in
com
mun
ities
Und
erta
king
stu
dies
of
indi
geno
us d
esig
ns
Ex
hibi
ting
prot
otyp
es
Vi
sitin
g cu
ltura
l and
her
itage
ce
ntre
s
IC
T to
ols
In
dige
nous
arte
fact
s an
d de
sign
s
Educ
atio
nal t
ours
8.2.
2 PR
ACTI
CAL
DES
IGN
AP
PLIC
ATIO
NS
ca
lcul
ate
bill
of q
uant
ities
re
quire
d fo
r par
ticul
ar
projects
dete
rmin
e m
achi
ne s
peed
s an
d fe
eds
base
d on
type
s of
mat
eria
ls
sh
ow a
war
enes
s of
st
anda
rd ri
sk a
sses
smen
t in
pro
duct
des
ign
and
man
ufac
ture
appl
y qu
ality
con
trol
mea
sure
s in
des
ign
and
man
ufac
turin
g
designjigsandfixturesto
faci
litat
e pr
oduc
tion
us
e C
AD/C
AM in
des
ign
and
man
ufac
turin
g
En
gine
erin
g ca
lcul
atio
ns
Healthandsafety
Q
ualit
y co
ntro
l
Jigs
and
fixt
ures
Com
pute
r Aid
ed D
esig
n an
d M
anuf
actu
ring
(CAD
/CAM
)
C
ompu
ting
bills
of q
uant
ities
Cal
cula
ting
mac
hine
spe
eds
and
feed
s
Dem
onst
ratin
g aw
aren
ess
of s
tand
ard
risk
asse
ssm
ent
in p
rodu
ct d
esig
n an
d m
anuf
actu
re
C
ondu
ctin
g ed
ucat
iona
l to
urs
Ap
plyi
ng q
ualit
y co
ntro
l m
easu
res
in d
esig
n an
d m
anuf
actu
ring
Makingjigsandfixturesto
faci
litat
e pr
oduc
tion
Usi
ng C
AD/C
AM in
des
ign
and
man
ufac
turin
g
IC
T to
ols
Pr
int M
edia
Fact
orie
s an
d Sa
fety
Act
19
96
Sa
mplesofjigsandfixtures
8.2.
3 EN
VIR
ON
MEN
T AN
D
SUST
AIN
ABIL
ITY
sh
ow a
war
enes
s an
d ap
prec
iatio
n of
reso
urce
co
nser
vatio
n
C
onse
rvat
ion
of re
sour
ces
Su
sten
ance
stra
tegi
es
- R
euse
D
emon
stra
ting
reso
urce
co
nser
vatio
n aw
aren
ess
and
appr
ecia
tion
IC
T to
ols
R
esou
rce
pers
ons
Pr
int M
edia
6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
- SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
ap
ply
sust
enan
ce
stra
tegi
es
- R
ecyc
le
- R
educ
e
Appl
ying
sus
tena
nce
stra
tegi
es
C
ondu
ctin
g ed
ucat
iona
l to
urs
Ed
ucat
iona
l tou
rs
8.3
TOPI
C 3
: MAT
ERIA
LS
- 8.3
TOPI
C 3
: MAT
ERIA
LS
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.3.
1 EN
GIN
EER
ING
M
ATER
IALS
AN
D
APPL
ICAT
ION
S
se
lect
app
ropr
iate
mod
ern
mat
eria
ls fo
r des
igns
Smar
t and
mod
ern
mat
eria
ls
- Sh
ape
– m
emor
y,
allo
ys a
nd p
last
ics
- Piezoelectric
mat
eria
ls
- Fi
bre-
optic
sen
sors
Test
ing
of m
ater
ials
Fact
ors
influ
enci
ng m
ater
ial
sele
ctio
n of
des
ign
and
man
ufac
turin
g pu
rpos
es
Pr
oper
ties
of m
ater
ials
Pric
e an
d av
aila
bilit
y
Aest
hetic
pro
perti
es
Ap
plyi
ng s
mar
t and
mod
ern
mat
eria
ls in
pro
duct
des
ign
and
man
ufac
ture
Visi
ting
man
ufac
turin
g in
dust
ries
Es
tabl
ishi
ng fa
ctor
s in
fluen
cing
mat
eria
l se
lect
ion
for d
esig
n an
d m
anuf
actu
ring
purp
oses
Det
erm
inin
g w
orki
ng
prop
ertie
s of
var
ious
m
ater
ials
thro
ugh
labo
rato
ry
test
s
C
alcu
latin
g st
ress
, stra
in
and
fact
or o
f saf
ety
IC
T to
ols
R
esou
rce
pers
ons
Ed
ucat
iona
l tou
rs
Te
stin
g eq
uipm
ent
es
tabl
ish
fact
ors
that
in
fluen
ce m
ater
ial s
elec
tion
for d
esig
n an
d m
anuf
actu
ring
purp
oses
dete
rmin
e pr
oper
ties
of
vario
us m
ater
ials
thro
ugh
test
ing
calc
ulat
e:
- St
ress
-
Stra
in
- Fa
ctor
of s
afet
y
7
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.4
TOPI
C 4
: SYS
TEM
S A
ND
CO
NTR
OL
- 8.4
TOPI
C 4
: SYS
TEM
S AN
D C
ON
TRO
L SU
B T
OPI
C
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.4.
1 ST
RU
CTU
RES
iden
tify
diffe
rent
stru
ctur
es
as th
ey o
ccur
in e
very
day
life
cl
assi
fy n
atur
al a
nd m
an-
mad
e st
ruct
ures
dete
rmin
e th
e re
sulta
nt o
f co
ncur
rent
and
non
-co
ncur
rent
cop
lana
r fo
rces
anal
yse
forc
es in
mem
bers
of
pla
ne fr
ames
appl
y th
e co
ncep
t of
equi
libriu
m a
s a
resu
lt of
ap
plie
d lo
ads
and
reac
tions
Ty
pes
of s
truct
ures
-
Beam
s -
Fram
es
- N
atur
al
Fo
rces
-
Mom
ents
-
Stre
ss a
nd s
train
-
Poin
t, w
ind
load
s -
Rea
ctio
ns
- C
oncu
rrent
and
non
-co
ncur
rent
forc
es
Id
entif
ying
diff
eren
t st
ruct
ures
Cla
ssify
ing
natu
ral a
nd m
an-
mad
e st
ruct
ures
Det
erm
inin
g th
e re
sulta
nt o
f co
ncur
rent
and
non
-co
ncur
rent
cop
lana
r fo
rces
Anal
ysin
g fo
rces
in
mem
bers
of a
pla
ne fr
ame
M
odel
ling
stru
ctur
es
Em
bark
ing
on e
duca
tiona
l to
urs
Pr
int M
edia
ICT
tool
s
Mod
els
of s
truct
ures
Educ
atio
nal t
ours
8.4.
2 M
ECH
ANIS
MS
se
lect
app
ropr
iate
met
hod
of tr
ansm
ittin
g m
otio
n in
de
sign
s
appl
y le
vers
and
as
soci
ated
link
ages
to
desi
gn
Tr
ansm
issi
on o
f mot
ion
- G
ears
-
Belts
-
Pulle
ys
- C
hain
and
spr
ocke
ts
Levers
-
Firs
t -
Sec
ond
- Th
ird o
rder
-
Asso
ciat
ed li
nkag
es
Se
lect
ing
appr
opria
te
met
hods
of t
rans
mitt
ing
mot
ion
Appl
ying
prin
cipl
es o
f m
echa
nism
s to
des
ign
Em
bark
ing
on e
duca
tiona
l to
urs
Pr
int M
edia
ICT
tool
s
Educ
atio
nal t
ours
8.4.
3 EL
ECTR
ON
ICS
us
e fo
rmul
ae in
pow
er
calc
ulat
ions
desi
gn a
nd m
ake
circ
uit
boar
ds
C
urre
nt
- Vo
ltage
-
Res
ista
nce
- C
ondu
ctiv
ity
- C
apac
itanc
e
C
ircui
ts
- Bu
ildin
g te
chni
ques
Pe
rform
ing
pow
er
calc
ulat
ions
D
esig
ning
and
mak
ing
circ
uit b
oard
s
Usi
ng c
ircui
ts in
des
igni
ng
IC
T to
ols
Pr
int M
edia
Educ
atio
nal t
ours
Res
ourc
e pe
rson
s
Exhi
bitio
ns
7 8
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
- SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
appl
y he
alth
and
saf
ety
regu
latio
ns
Safe
ty
prod
ucts
Observinghealthandsafety
regu
latio
ns
8.5
TOPI
C 5
: GR
APH
IC D
ESIG
N
- 8.5
TOPI
C 5
: GR
APH
IC D
ESIG
N
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.5.
1 AP
PLIE
D
GEO
MET
RY
ap
ply
prin
cipl
es o
f app
lied
geom
etry
in d
esig
n an
d m
anuf
actu
ring
ap
ply
grap
hic
illust
ratio
ns in
de
sign
and
man
ufac
turin
g
Pl
ane
geom
etry
-
Locus
- Ap
plic
atio
n of
co
nstru
ctio
n of
pla
ne
shap
es
- D
eter
min
atio
n of
are
a
So
lid G
eom
etry
-
Pictorialprojections
such
as
plan
omet
ric
isom
etric
, per
spec
tive
and
obliq
ue
G
raph
ic il
lust
ratio
ns
- D
ata
grap
hics
suc
h as
lin
e, p
ie, b
ar a
nd fl
ow
char
ts
Ap
plyi
ng p
rinci
ples
of
appl
ied
geom
etry
in d
esig
n an
d m
anuf
actu
ring
Ap
plyi
ng g
raph
ic il
lust
ratio
ns
in d
esig
n an
d m
anuf
actu
ring
Pr
int M
edia
ICT
tool
s
8.5.
2 C
OM
PUTE
R A
IDED
D
ESIG
N (C
AD)
Ap
ply
com
pute
r bas
ed
softw
are
to d
esig
n
Com
pute
r bas
ed s
oftw
are
such
as:
-
Mic
roso
ft -
Cor
el d
raw
-
Auto
CAD
-
Arch
-CAD
pr
oduc
ing
desi
gns
usin
g co
mpu
ter b
ased
sof
twar
e
ICT
tool
s
Prin
t Med
ia
R
esou
rce
pers
on
9
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.6
TOPI
C 6
: VA
LUE
AD
DIT
ION
AN
D B
ENEF
ICIA
TIO
N
SUB
TO
PIC
OB
JEC
TIVE
SLe
arne
rs s
houl
d be
abl
e to
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
RES
OU
RC
ES
8.6.
1 M
AN
AG
EMEN
T
O
F LO
CA
L R
ESO
UR
CES
•identifylocallyavailableraw
mat
eria
ls u
pon
whi
ch v
alue
ad
ditio
n ca
n be
app
lied
•performvalueadditionpro
-ce
sses
on
loca
lly a
vaila
ble
raw
mat
eria
ls
•applyalternativetechnolo
-gi
es to
add
val
ue to
was
te
•recyclewastematerialinto
valu
e ad
ded
prod
ucts
•Processingofraw
materials
into
mar
keta
ble
prod
ucts
•Wastemanagem
entfor
seco
nd u
se (R
ecyc
ling)
•Alternativetechnologies
(AD-HOCISM)
•Identifyinglocallyavailable
raw
mat
eria
ls u
pon
whi
ch
valu
e ad
ditio
n ca
n be
ap-
plie
d•
Performingvalueaddition
proc
esse
s on
loca
lly a
vail-
able
raw
mat
eria
ls•
Applyingalternativetech
-no
logi
es to
add
val
ue to
w
aste
•Recyclingwastematerial
into
val
ue a
dded
pro
duct
s
•ICTtools
•Resourcepersons
•Ed
ucationaltours
•PrintM
edia
•Wastematerialandobso-
lete
gad
gets
10
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.7
TOPI
C 7
: IN
TELL
ECTU
AL
PRO
PER
TY R
IGH
TS
8.8
TOPI
C 8
: EN
TER
PRIS
E ED
UC
ATIO
N
- 8.7
TOPI
C 7
: IN
TELL
ECTU
AL P
RO
PER
TY R
IGH
TS
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.7.
1 PA
TEN
TIN
G
ex
plai
n B
y-la
ws
gove
rnin
g th
e pr
oces
s of
pat
entin
g in
Zi
mba
bwe
de
scrib
e th
e pa
tent
ing
proc
ess
ca
rry
out p
aten
ting
proc
edur
es to
pro
tect
thei
r in
nova
tions
and
inve
ntio
ns
By
-law
s
Pa
tent
ing
proc
edur
es
Ex
plai
ning
By-
law
s go
vern
ing
the
proc
ess
of
pate
ntin
g in
Zim
babw
e
Des
crib
ing
the
pate
ntin
g pr
oces
s
Car
ryin
g ou
t pat
entin
g pr
oced
ures
to p
rote
ct th
eir
inno
vatio
ns a
nd in
vent
ions
IC
T to
ols
R
esou
rce
pers
ons
C
opyr
ight
s an
d N
eigh
bour
ing
Act
- 8.8
TOPI
C 8
: EN
TER
PRIS
E ED
UC
ATIO
N
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.8.
1 B
USI
NES
S M
ANAG
EMEN
T
useprojectdevelopment
tech
niqu
es to
com
plet
e projectsinagiventime
fram
e
use
appr
opria
te n
umer
acy
skills
in b
usin
ess
pr
oduc
e projectproposals
Pl
anni
ng
D
ocum
enta
tion
C
omm
unic
atio
n
N
umer
acy
rela
ted
skills
in:
- Ordering
- Sizing
-
Qua
ntify
ing
-
Cos
ting
-
Estim
atin
g Projectproposals
Usingtheproject
deve
lopm
ent t
echn
ique
s to
co
mpl
ete projects
U
sing
app
ropr
iate
num
erac
y sk
ills to
sel
ecte
d bu
sine
ss
ente
rpris
es
Prod
ucin
g project p
ropo
sals
Usingprojectproposalsto
star
t bus
ines
ses
IC
T to
ols
Pr
int M
edia
Res
ourc
e pe
rson
s
Educ
atio
nal t
ours
11
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
FOR
M 6
8.0
CO
MPE
TEN
CY
MAT
RIX
8.1
TOPI
C 1
: HEA
LTH
AN
D S
AFE
TY
SUB
TO
PIC
OB
JEC
TIVE
SLe
arne
rs s
houl
d be
abl
e to
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
RES
OU
RC
ES
8.1.
1 IN
DU
STR
IAL
WA
STE
MA
NA
GEM
ENT
•identifymethodsofw
aste
man
agem
ent
•observerelevantBy-laws
•carryoutresearchto
d
eter
min
e st
rate
gies
of
sepa
ratin
g an
d us
ing
type
s of
was
te
•Methodsofindustrialwaste
man
agem
ent
•By-laws
•Degradableandnon-de-
grad
able
mat
eria
ls
•Hazardoussubstances
•Identifyingmethodsof
was
te m
anag
emen
t•
ObservingrelevantBy-laws
•Determiningstrategiesof
sepa
ratin
g an
d us
ing
type
s of
was
te m
ater
ials
•Disposingofhazardous
subs
tanc
es a
ppro
pria
tely
•En
vironm
entalM
anage-
men
t Age
ncy
(EM
A) p
er-
sonnelandleaflets
•PrintM
edia
•Wastemanagem
entsites
•ICTtools
•Resourcepersons
11 12
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.2
TOPI
C 2
: PR
OD
UC
T D
ESIG
N
- 8.2
TOPI
C 2
: PR
OD
UC
T D
ESIG
N
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.2.
1 PR
ACTI
CAL
DES
IGN
AP
PLIC
ATIO
N
ge
nera
te a
wor
k pl
an to
be
follo
wed
in th
e de
sign
and
realizationofaproject
desi
gn p
rodu
cts
that
are
ec
onom
ical
ly v
iabl
e
cons
truct
mod
els
to te
st th
e fe
asib
ility
of a
n id
ea
ap
ply
qual
ity c
ontro
l m
easu
res
in d
esig
n an
d m
anuf
actu
ring
designjigsandfixturesto
faci
litat
e pr
oduc
tion
use
CAD
/CAM
in d
esig
n an
d m
anuf
actu
ring
D
esig
n pl
anni
ng m
etho
ds
andorganization
D
esig
n fo
r eco
nom
ic
man
ufac
ture
The
use
of m
odel
s in
the
desi
gn p
roce
ss
- Ty
pes
of m
odel
s (s
ales
, lay
out,
aest
hetic
/erg
onom
ic
desi
gn a
nd te
st
mod
els)
Qua
lity
cont
rol
Ji
gs a
nd fi
xtur
es
Com
pute
r Aid
ed D
esig
n an
d C
ompu
ter A
ided
M
anuf
actu
ring
(CAD
/CAM
)
G
ener
atin
g w
ork
plan
s to
be
follo
wed
in th
e de
sign
and
realizationofp
rodu
cts
D
esig
ning
eco
nom
ical
ly
viab
le p
rodu
cts
C
onst
ruct
ing
mod
els
to te
st
the
feas
ibilit
y of
idea
s
Appl
ying
qua
lity
cont
rol
mea
sure
s in
des
ign
and
man
ufac
turin
g
Makingjigsandfixturesto
faci
litat
e pr
oduc
tion
U
sing
CAD
/CAM
in d
esig
n an
d m
anuf
actu
ring
C
ondu
ctin
g ed
ucat
iona
l to
urs
Ex
hibi
ting
prot
otyp
es
IC
T to
ols
R
esou
rce
pers
ons
Ex
hibi
tions
Educ
atio
nal t
ours
Sa
mplesofjigsandfixtures
13
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.3
TO
PIC
3: S
YSTE
MS
AN
D C
ON
TRO
L
- 8.3
TO
PIC
3: S
YSTE
MS
AND
CO
NTR
OL
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.3.
1 ST
RU
CTU
RES
dete
rmin
e fo
rces
in lo
aded
be
ams,
cab
les,
fra
mes
, trip
ods
and
shea
r le
gs
an
alys
e fo
rces
in m
embe
rs
of s
truct
ures
dete
rmin
e sh
ear f
orce
and
be
ndin
g m
omen
ts in
bea
ms
ap
ply
prin
cipl
es o
f for
ces
in
desi
gn
Fo
rces
in
- Be
ams
- Fr
ames
-
Cab
les
- Sh
ear l
egs
and
tripo
ds
D
eter
min
ing
forc
es in
lo
aded
bea
ms,
trip
ods
and
fram
ed s
truct
ures
for
appl
icat
ion
in d
esig
n
Pr
int M
edia
ICT
tool
s
Mod
els
of s
truct
ures
8.3.
2 M
ECH
ANIS
MS
ap
ply
prin
cipl
es o
f co
nver
sion
of m
otio
n to
de
sign
de
sign
met
hods
of r
educ
ing
frict
ion
in m
ovin
g pa
rts
C
onve
rsio
n of
mot
ion
- R
otar
y -
Linear
-
Rec
ipro
catin
g -
Oscilla
ting
Be
arin
gs a
nd lu
bric
atio
n -
Type
s of
bea
rings
-
Met
hods
of
appl
icat
ion
Ap
plyi
ng p
rinci
ples
of
conv
ersi
on o
f mot
ion
to
desi
gn
Des
igni
ng m
etho
ds o
f re
duci
ng fr
ictio
n
Pr
int M
edia
ICT
tool
s
Mod
els
8.3.
3 EL
ECTR
ON
ICS
co
nstru
ct ti
me
dela
y ci
rcui
ts
U
se lo
gic
gate
s an
d tru
th
tabl
es fo
r log
ic c
ontro
l sy
stem
s in
des
ign
U
se lo
gic
cont
rol s
yste
ms
in e
very
day
life
Ti
me
dela
y ci
rcui
ts
Logicgatesandoperational
ampl
ifier
s
M
akin
g tim
e de
lay
circ
uits
Usi
ng lo
gic
cont
rol s
yste
ms
in e
very
day
life
such
as:
-
Traf
fic li
ghts
-
Heatingcontrol
- En
viro
nmen
tal c
ontro
l in
a g
reen
hous
e
IC
T to
ols
Pr
int M
edia
Mod
els
13 14
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.4
TOPI
C 4
: GR
APH
IC D
ESIG
N
- 8.4
TOPI
C 4
: GR
APH
IC D
ESIG
N
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.4.
1 AP
PLIC
ATIO
N O
F G
RAP
HIC
PR
OD
UC
TS
ap
ply
a ra
nge
of
appr
opria
te s
oftw
are
in
crea
ting,
edi
ting
and
publ
ishi
ng o
f mul
ti-pr
int
med
ia projects
So
ftwar
e re
leva
nt to
-
Text
cre
atio
n -
2 an
d 3D
des
ign
Pr
oduc
ing
mul
ti-pr
int m
edia
projectss
uch
as lo
gogr
ams,
pa
ckag
ing,
pre
sent
atio
n dr
awin
gs a
nd in
terio
r des
ign
IC
T to
ols
Pr
int M
edia
Res
ourc
e pe
rson
s
8.5
TOPI
C 5
: VA
LUE
AD
DIT
ION
AN
D B
ENEF
ICIA
TIO
N
- 8.5
TOPI
C 5
: VAL
UE
ADD
ITIO
N A
ND
BEN
EFIC
IATI
ON
SU
B T
OPI
C
OB
JEC
TIVE
S Le
arne
rs s
houl
d be
abl
e to
: C
ON
TEN
T
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.5.
1 M
ANAG
EMEN
T O
F LO
CAL
RES
OU
RC
ES
ap
ply
alte
rnat
ive
tech
nolo
gies
to a
dd v
alue
to
obs
olet
e eq
uipm
ent o
r ga
dget
s
Pr
inci
ple
of A
D-HOCISM
-
Alte
rnat
ive
tech
nolo
gies
Ap
plyi
ng a
ltern
ativ
e te
chno
logi
es to
add
val
ue to
ob
sole
te e
quip
men
t or
gadg
ets
Vi
sitin
g re
cycl
ing
indu
strie
s
IC
T to
ols
R
esou
rce
pers
ons
Ed
ucat
iona
l tou
rs
Pr
int M
edia
8.6
TOPI
C 6
: IN
TELL
ECTU
AL
PRO
PER
TY R
IGH
TS
- 8.6
TOPI
C 6
: IN
TELL
ECTU
AL P
RO
PER
TY R
IGH
TS
SUB
TO
PIC
O
BJE
CTI
VES
Lear
ners
sho
uld
be a
ble
to:
CO
NTE
NT
(A
TTIT
UD
ES, S
KIL
LS A
ND
K
NO
WLE
DG
E)
SUG
GES
TED
LEA
RN
ING
AC
TIVI
TIES
AN
D N
OTE
S SU
GG
ESTE
D R
ESO
UR
CES
8.6.
1 PA
TEN
TIN
G
ca
rry
out p
aten
ting
proc
edur
es to
pro
tect
thei
r in
nova
tions
and
inve
ntio
ns
Pa
tent
ing
proc
edur
es
C
arry
ing
out p
aten
ting
proc
edur
es to
pro
tect
in
nova
tions
and
inve
ntio
ns
R
esou
rce
pers
ons
IC
T to
ols
C
opyr
ight
and
Nei
ghbo
ring
Act
15
Des
ign
and
Tech
nolo
gy S
ylla
bus
Form
s 5
- 6
8.7
TOPI
C 7
: EN
TER
PRIS
E ED
UC
ATIO
N
SUB
TO
PIC
OB
JEC
TIVE
SLe
arne
rs s
houl
d be
abl
e to
CO
NTE
NT
(ATT
ITU
DES
, SK
ILLS
AN
D
KN
OW
LED
GE)
SUG
GES
TED
LEA
RN
ING
A
CTI
VITI
ES A
ND
NO
TES
SUG
GES
TED
RES
OU
RC
ES
8.7.
1 C
AR
EER
O
PPO
RTU
NIT
IES
•distinguishdifferenttypesof
care
er o
ppor
tuni
ties
in th
eir
loca
litie
s•
explainmeaningand
d
iffer
ent t
ypes
of w
ork
•analysehowmythsand
belie
fs a
ffect
wor
k
•exhibitcharacteristicsfor
pers
onal
suc
cess
•Careeropportunitiesasjob
crea
tors
or
empl
oyee
s •
Dignityandvalueofw
ork
•Mythsandbeliefsabout
wor
k
•Discussingthemeaningof
“dig
nity
of w
ork”
•Discussingvariousbeliefs
and
myt
hs a
bout
wor
k
•Makingpresentationson
care
er c
hoic
es a
nd
justifyingthem
•Pa
rticipatingincareerguid-
ance
wor
ksho
ps
•Resourcepersons
•ICTtools
•PrintM
edia
•CareerE
xpos
15
16
9.0 ASSESSMENT
Forms 5-6 Design and Technology is assessed through continuous and summative assessment methods. The syllabusschemeofassessmentisbasedontheprincipleofinclusivity.Arrangements,modificationsandprovisionsfor the assessment of candidates with special needs should be made to allow equal opportunities in accurate perfor-mance and measurement of abilities.
LearnersarerequiredtodesignandrealizecommunitybasedprojectsascontinuousassessmentbyNovemberofForm5andOctoberofForm6.Theyarealsorequiredtowrite2exercisesbasedonDesignandTechnologyTheory and 2 exercises based on Design and Drawing that should be submitted as continuous assessment at the endofeachyear.Thesubjectteacherwillsetandmarktheexercises,aswellasrecordthemarksusingZIMSECguidelines.
ZIMSECwillprovideatemplatefortheassessmentofsoftskills.Subjectteacherswillberequiredtoprovideafileforeachlearnerwhereeachoftheexercisesandmarkedscriptswillbekept.Inaddition,subjectteachersarerequiredtocreateafilewhereexercises/questionpapersandmarkingguidesforeachexerciseadministeredandrecordedmarks will be kept. ZIMSEC and Ministry of Primary and Secondary Education personnel will monitor the program.
SchoolheadsshouldsubmitcontinuousassessmentmarksfordesignprojectsattheendoftheyearinForm5andForm 6 as provided for by ZIMSEC.
ASSESSMENT OBJECTIVES
By the end of the learning phase, learners will be assessed on the ability to:
9.1 observe health and safety procedures in the design and manufacture of products9.2 experiment with design ideas to solve community based problems9.3 use appropriate materials and equipment to attain quality products9.4 plan production processes9.5 undertake market research9.6 identify situations for which design solutions are required in communities9.7 exhibitenterpriseskillsbyrecognizingopportunitiesandconstraintsindesign9.8 apply ICT knowledge to monitor and control product development9.9 makeaesthetic,economicandtechnologicalvaluejudgment9.10 develop a maintenance culture9.11 applyscientificandtechnologicalknowledgeandskillsinsolvingproblemsintheenvironment9.12. applyappropriatecommunicationtechniquestoinformandjustifydesignideasthroughexhibitions9.13 follow the correct patenting procedures for intellectual property rights9.14 demonstrate desirable interpersonal dimensions, attitudes and moral (ethical) values underlying attributes of
Unhu/ Ubuntu/ Vumunhu philosophy
CONTINUOUS AND SUMMATIVE ASSESSMENT
Continuous and summative assessment will be carried out in the Design and Technology Theory, Drawing and Design andtheDesignProjectcomponentsofthesyllabus.Theweightingofthecomponentsareasfollows:
Summative Assessment 60%Continuous Assessment 40%
Design and Technology Syllabus Forms 5 - 6
17
-
Continuous and summative assessment will be carried out in the Design and Technology Theory, Drawing and Design and theDesignProjectcomponents of the syllabus. The weighting of the components are as follows:
Summative Assessment 60% Continuous Assessment 40% Assessment Mode
Paper 1 Design and Technology Theory
Paper 2 Design and Drawing
Paper 3 Design Project
Total
Summative 20% 40% 60% Continuous 5% 5% 30% 40% (a) SCHEME OF ASSESSMENT
There are three papers: Paper 1-Design and Technology Theory, 3 hrs; Paper 2-Design and Drawing, 3½ hrs; Paper 3 DesignProject(ContinuousAssessment) Paper 1 Design and Technology Theory (3hrs). Three sections will be offered:
Section A Four compulsory questions based on all sections of the syllabus Section B Three questions based on calculations will be offered from Systems and Control, Graphic Design and Materials.
Candidates are to answer only one. Section C A problem solving question based on product design principles. It tests design thinking.
Paper 2 – Design and Drawing (3½ hrs) Three questions will be set based on CAD applications from the following areas – Systems and Control, Graphic Design and Product Design. Candidates are to answer one question.
Paper 3 –Design Project (Continuous Assessment) The projectiscompulsory and assessment is school based, internallymarkedandexternallymoderated.TheprojectwillbedoneduringthecourseoftheyearbeginningJanuarytoOctoberofForm6.Guidelines will be sent to examination centres by November of Form 5.
(a) SCHEME OF ASSESSMENT
There are three papers: Paper 1-Design and Technology Theory, 3 hrs; Paper 2-Design and Drawing, 3½ hrs; Paper3DesignProject(ContinuousAssessment)
Paper 1 Design and Technology Theory (3hrs). Three sections will be offered: Section A Four compulsory questions based on all sections of the syllabusSection B Three questions based on calculations will be offered from Systems and Control, Graphic Design and Materials. Candidates are to answer only one.Section C A problem solving question based on product design principles. It tests design thinking.
Paper 2 – Design and Drawing (3½ hrs)
Three questions will be set based on CAD applications from the following areas – Systems and Control, Graphic Design and Product Design. Candidates are to answer one question.
Paper3–DesignProject(ContinuousAssessment)
Theprojectiscompulsoryandassessmentisschoolbased,internallymarkedandexternallymoderated.TheprojectwillbedoneduringthecourseoftheyearbeginningJanuarytoOctoberofForm6.Guidelineswillbesenttoexam-ination centres by November of Form 5.
-
(c) SPECIFICATION GRID
Assessment Objectives
Paper 1 Design and Technology Theory
Paper 2 Design and Drawing
Paper 3 Design Project
1. X X X 2. X X X 3. X X X 4. X X X 5. X X X 6. X X 7. X X X 8. X X 9. X X 10. X X 11 X X X 12 X X 13 X X 14 X Weighting 20% 40% 30%
Objectives Paper 1 Paper 2 Paper 3 Knowledge with understanding
50% 20% 30%
Practical skills and their application
20% 50% 50%
Decision making andjudgment
30% 30% 20%
Design and Technology Syllabus Forms 5 - 6
18
-
(c) SPECIFICATION GRID
Assessment Objectives
Paper 1 Design and Technology Theory
Paper 2 Design and Drawing
Paper 3 Design Project
1. X X X 2. X X X 3. X X X 4. X X X 5. X X X 6. X X 7. X X X 8. X X 9. X X 10. X X 11 X X X 12 X X 13 X X 14 X Weighting 20% 40% 30%
Objectives Paper 1 Paper 2 Paper 3 Knowledge with understanding
50% 20% 30%
Practical skills and their application
20% 50% 50%
Decision making andjudgment
30% 30% 20%
DESIGN AND TECHNOLOGY ASSESSMENT MODEL
Assessment of learner performance in Design and Technology 100%
Continuous Assessment40%
Continuous Assessment40%
Profile
Exit Profile
Profiling
Design and Technology
Theory5%
Design and Drawing
5%
Design Project30%
Design and Technology
Theory20%
Design and Drawing
40%
Summative Assessment60%
Examionation mark 60%
FINAL MARKS 100%
Design and Technology Syllabus Forms 5 - 6