TECHNOLOGY

DEFINITION: Technology is the use of knowledge, skills and resources to meet human needs and wants, and to recognise and solve problems by investigating, designing, developing and evaluating products, processes and systems.

SPECIFIC OUTCOMES

Learners will be able to:

Understand and apply the Technological Process to solve problems and satisfy needs and wants.
Apply a range of technological knowledge and skills ethically and responsibly.
Access, process and use data for technological purposes.
Select and evaluate products and systems.
Demonstrate an understanding of how different societies create and adapt technological solutions to particular problems.
Demonstrate an understanding of the impact of technology.
Demonstrate an understanding of how technology might reflect different biases, and create responsible and ethical strategies to address them.

RATIONALE

THE TECHNOLOGY LEARNING AREA SEEKS TO DEVELOP:

an ability to solve technological problems by investigating, designing, developing, evaluating as well as communicating effectively in their own and other languages and 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.

THIS UNDERSTANDING OF TECHNOLOGY SHOULD CONTRIBUTE TO:

the development of learners’ ability to perform effectively in their changing environment and to stimulate them to contribute towards its improvement;
the effective use of technological products and systems;
the ability to evaluate technological products, processes and systems from functional, economic, ethical, social and aesthetic points of view;
the designing and development of appropriate products, processes or systems to functional, aesthetic and other specifications set either by the learner or by others;
the delivery of quality education and access and redress through

relevance to the ever-changing modern world
integration of theory and practice;

the development of citizens who are innovative, critical, responsible and effective;
the demystification of technology;
the recognition of and respect for diverse technological solutions and biases that exist; and
creating more positive attitudes, perceptions and aspirations towards technology-based careers.

1. UNDERSTAND AND APPLY THE TECHNOLOGICAL PROCESS TO SOLVE PROBLEMS AND TO SATISFY NEEDS AND WANTS.

The Technological Process refers to the cycle of investigating problems, needs and wants and the designing, developing and evaluating of solutions in the form of products and systems. The technological process is the basis of all technological endeavour. An understanding of the process is fundamental to the acquisition of technological literacy. The Technological Process is an integrated and indivisible one and therefore assessment should apply to the whole process.

PHASE

ASSESMENT CRITERIA

RANGE STATEMENT

Senior
Phase

Learners should indicate an understanding and application of the Technological Process by presenting work in which:

problems, needs and wants are identified and explained
a range of possible and relevant solutions are considered
an informed choice is made
a design is developed
solutions are realised according to design
realised solution is evaluated
process is recorded and communicated

At this level learners should show detailed, logical and articulate work indicating understanding of the integrated nature of the Technological Process.

Learners should engage in processes of:

investigating (research, etc.)
planning and designing
developing (constructing, making, modelling, etc.)
evaluating (measuring, testing, deciding, etc.)

Learners should apply the Technological process in respect of the following South African and global themes:
housing, textiles, communications, water, transport, food, energy, health, tourism, agriculture, manufacturing, media, sport and recreation;

and in the following Learning Contexts:
Perspective: local, national, international
Modes: individual, pair and group work
Presentation styles: oral, written, graphical, modelling, products, artefacts and simulation
Resources: texts, interviews, observation, experimentation

Intermediate
Phase

Learners should indicate an understanding and application of the Technological Process by presenting work in which:

problems, needs and wants are identified and explained
a range of possible and relevant solutions are considered
an informed choice is made
a design is developed
solutions are realised according to design
realised solution is evaluated
process is recorded and communicated

Learners should show detailed, logical and articulate work indicating understanding of the integrated nature of the Technological Process.

Learners should engage in processes of:

investigating (research, etc.)
planning and designing
developing (constructing, making, etc.)
evaluation (measuring, testing, deciding, etc.)

Foundation
Phase

Learners should indicate an understanding and application of the Technological Process by presenting work in which:

problems, needs and wants are identified and explained
a range of possible and relevant solutions are considered
an informed choice is made
a design is developed
solutions are realised
realised solution is evaluated
process is recorded and communicated

Learners should show detailed, logical and articulate work indicating understanding of the integrated nature of the Technological Process.

Learners should engage in processes of:

investigating (research, etc.)
planning and designing
developing (constructing, making, modelling, etc.)
evaluation (measuring, testing, deciding, etc.)

Learners should apply the Technological process in respect of the following South African and global themes:
housing, clothing, water, transport, food, energy, health, agriculture, sport and recreation;

and in the following Learning Contexts:
Perspective: local, national, international
Modes: individual, pair and group work
Presentation styles: oral, graphical, modelling, products, artefacts and simulation
Resources: texts, interviews, observation, experimentation

2. APPLY A RANGE OF TECHNOLOGICAL KNOWLEDGE AND SKILLS ETHICALLY AND RESPONSIBLY

Technological knowledge and skills form the backbone of this learning area as it increases the learner’s capability to engage confidently with the technological process and within a technological world. This outcome further seeks to develop the learner’s ability to apply this acquired knowledge and skills in an ethical and responsible manner.

In this outcome evidence of achievement should show the acquisition of knowledge and skills in respect of the nature, functions and applications of:

safety
information
materials
energy

Systems and Control
Communication
Structures
Processing

In practice learners will engage the above in an integrated way.

PHASE

ASSESMENT CRITERIA

RANGE STATEMENT

Learners should present work in which:

knowledge and understanding of:
Systems and Control
Communication
Structures
Processing is reflected

knowledge and understanding of:
safety
information
materials
energy
as they manifest in Systems and Control

a range of hand and power tools and equipment are used
sensitivity to possible ethical issues and dilemmas is demonstrated
responsible behaviour is demonstrated

SYSTEMS AND CONTROL; COMMUNICATION; STRUCTURES AND PROCESSING

At this level learners will practice and develop:

investigation skills which include researching, recording, investigating, etc.
design skills which include planning, communicating, graphics, etc.
manipulation skills which include creating and modification according to specifications
evaluation skills including testing, drawing conclusions etc.
sensitivity to problems, dilemmas, issues and choices in society

Systems and Control
These skills will be applied within an understanding of:

input, process, output
open and closed systems
concepts of technological systems
components and devices
the way signals and information flows in and between systems
the multiple and complex nature of interconnections between and within as well as the control of:

mechanical
electrical and
hydraulics/pneumatics systems.

Communication:
These skills will be applied within an understanding of:

the use of appropriate technical design and development skills, technical language and conventions for product development to meet given purposes and specifications (eg layout, printing, graphics and data presentation)

Structures
These skills will be applied within an understanding of:

Complex, made structures
Reinforcing within

complex made structures
composite materials

Internal and external forces
Simple calculations and formulae associated with volume, force, and other structural theory concepts

Context: Shelter, transport, storage, containerisation etc.

Processing
These skills will be applied within an understanding of:

The activity of processing raw materials into refined materials and into products, with waste as a by-product.

Processes:

conversion
preservation
reduction
combination

Context: biotechnology, manufacturing, agriculture, mining

ENERGY; MATERIALS; INFORMATION AND SAFETY
Learners will develop a sensitivity towards, an understanding of and appropriate application skills in the use of energy, materials, information and safety as common features of all technology.

Energy

Types and sources
Energy transformation
Energy storage and distribution
Energy as a resource - renewable, available and cost
Application

Materials

Sources
Types - natural, synthetic and composite
Techniques

Processing (separating, combining, converting, joining, shaping and forming)
Storage
Preservation
Distribution

Properties ( physical, chemical and aesthetic)
Selection (form, function, potential and suitability)
Cost
Waste management of materials

Information
Refer to specific outcome 3.

Safety

Housekeeping, organisation and management
Occupational safety
Appropriate behaviour, dress and procedures
Safe use of tools, equipment and materials
First aid

Tools and equipment
Understanding the operating principles of tools and equipment. Selection, use and maintenance of tools and equipment:

hand tools and power tools
simple and complex
electric, pneumatic, electronic, mechanical
applications (cutting, soldering, cooking, etc.)

Learners should apply the Technological process in respect of the following South African and global themes:
housing, textiles, communications, water, transport, food, energy, health, tourism, agriculture, manufacturing, media, sport and recreation;

Intermediate
Phase

Learners should present work in which:

knowledge and understanding of:
Systems and Control
Communication
Structures
Processing is reflected

knowledge and understanding of:
safety
information
materials
energy as they manifest in Systems and Control

a range of simple and appropriate hand and power tools and equipment are used
sensitivity to possible ethical issues and dilemmas is demonstrated
responsible behaviour is demonstrated

SYSTEMS AND CONTROL; COMMUNICATION; STRUCTURES AND PROCESSING
At this level learners will practice and develop:

investigation skills which include researching, recording, investigating, etc.
design skills which include planning, communicating, graphics, etc.
manipulation skills which include creating and modification according to specifications
evaluation skills including testing, drawing conclusions etc.

Systems and Control
These skills will be applied within an understanding of:

input, process, output
open and closed systems
concepts of technological systems
simple components and devices
the multiple nature of interconnections between and within and the control of:

mechanical
electrical and
hydraulics/pneumatics systems

Communication:
These skills will be applied within an understanding of:

the use of technological language and convention and a variety of techniques to communicate technological ideas (eg. writing, drawing, modelling and layout)

Structures
These skills will be applied within an understanding of:

Simple, made structures
Stability and instability in structures
Types of forces and simple ways to counteract them
Simple calculations and formulae associated with mass, length and areas, and simple structural theory concepts.
Ergonomics and aesthetics

Context: Shelter, transport, storage, containerisation

Processing
These skills will be applied within an understanding of:

The activity of processing raw materials into refined materials and into products, with waste as a by-product.

Processes:

conversion
preservation
combination

Context: Biotechnology (eg compost making, etc), manufacturing, agriculture, mining

ENERGY; MATERIALS; INFORMATION AND SAFETY

Learners will develop a sensitivity towards, an understanding of and appropriate application skills in the use of energy, materials, information and safety as common features of all technology.

Energy

Types and sources
Energy transformation
Energy storage and distribution
Energy as a resource - renewable, available and cost
Application

Materials

Sources
Types - natural and synthetic, composite
Techniques

Processing (separating, combining, converting, joining, shaping and forming)
Storage
Preservation
Distribution

Properties ( physical, chemical and aesthetic)
Selection (form, function, potential and suitability)
Cost
Waste management of materials

Information
Refer to specific outcome 3

Safety

Housekeeping, organisation and management
Occupational safety
Appropriate behaviour, dress and procedures
Safe use of tools, equipment and materials
First aid

Tools and equipment
Selection, use and maintenance of tools and equipment:

simple hand tools and power tools
electric, pneumatic, electronic, mechanical
applications (cutting, soldering, cooking, etc.)

Learners should apply the Technological process in respect of the following South African and global themes:
housing, textiles, communications, water, transport, food, energy, health, tourism, agriculture, manufacturing, media, sport and recreation;

Foundation
Phase

Learners should present work in which:

knowledge and understanding of:
Systems and Control
Communication
Structures
Processing is reflected

knowledge and understanding of:
safety
information
materials
energy as they manifest in Systems and Control etc. is reflected

a range of tools and equipment are used
sensitivity to possible ethical issues and dilemmas is demonstrated
responsible behaviour is demonstrated

SYSTEMS AND CONTROL; COMMUNICATION; STRUCTURES AND PROCESSING

At this level learners will practice and develop:

investigation skills which include researching, recording, investigating, etc.
design skills which include planning, communicating, graphics, etc.
manipulation skills which include creating and modification according to specifications
evaluation skills including testing, drawing conclusions etc.

Systems and Control
These skills will be applied within an understanding of:

input, process, output
open and closed systems
types of systems
simple components and devices
the nature of basic interconnections in:

mechanical
electrical and
hydraulics/pneumatics systems.

Communication:
These skills will be applied within an understanding of:

the use technological language and conventions and use a variety of techniques to communicate technological ideas (eg. oral/writing, drawing and modelling)

Structures
These skills will be applied within an understanding of:

Simple made and natural and structures
The effect of forces on simple structures

Context: Shelter, transport, storage

Processing
These skills will be applied within an understanding of activities of processing raw materials into refined materials and finished products, by-products and waste using the following processes:

conversion
preservation
combination

Context: Local contexts such as home, school etc.

ENERGY; MATERIALS; INFORMATION AND SAFETY

Learners will develop a sensitivity towards, an understanding of and appropriate application skills in the use of energy, materials, information and safety as common features of all technology.

Energy

Types and sources
Energy transformation
Energy storage and distribution
Energy as a resource - renewable, available and cost
Application

Materials

Sources
Types - natural and synthetic, composite
Techniques

Processing (separating, combining, converting, joining, shaping and forming)
Storage
Preservation
Distribution

Properties ( physical, chemical and aesthetic)
Selection (form, function, potential and suitability)
Cost
Waste management of materials

Information
Refer to specific outcome 3

Safety

Housekeeping, organisation and management
Occupational safety
Appropriate behaviour, dress and procedures
Safe use of tools, equipment and materials
First aid

Tools and equipment
Use and maintenance of tools and equipment:

simple hand and power tools
simple electric, electronic, mechanical
applications (cutting, cooking, etc.)

Learners should apply the Technological process in respect of the following South African and global themes:
housing, clothing, water, transport, food, health, agriculture, sport and recreation.

3. ACCESS, PROCESS AND USE DATA FOR TECHNOLOGICAL PURPOSES

One of the features of a rapidly changing world is the accumulation of vast amounts of information and data which has an increasing impact on technology and all other aspects of modern life. In order for learners to engage effectively in the Technological Process, they need to be competent and confident in working with various forms of information and data.

PHASE	ASSESMENT CRITERIA	RANGE STATEMENT
Senior Phase	Learners should produce work in which: various types of data are accessed various types of data are processed various types of data are used	At this level learners should produce work that is articulate, logical and detailed. They should use combinations of data types in an integrated way to investigate, analyse and make decisions. Learners should understand: Data storage and communication forms: verbal / non-verbal audio visual electronic Data types: numerical text graphics within the context of the following processes: access (identify, observe, research, locate etc.) process (collate, communicate, compare, evaluate etc.) use (apply, make choices, accept, reject etc.) Learners should apply data for technological purposes in respect of the following South African and global themes: housing, textiles, communications, water, transport, food, energy, health, tourism, agriculture, manufacturing, media, sport and recreation. and in the following Learning Contexts: Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation
Intermediate Phase	Learners should produce work in which: various types of data are accessed various types of data are processed various types of data are used	At this level learners should produce work which is articulate and reasoned. They should use combinations of data types in an integrated way to analyse and make decisions. Learners should understand: Data storage and communication forms: verbal, non-verbal audio visual electronic Data forms: numerical text graphics within the context of the following processes access (identify, observe, research, locate etc.) process (collate, communicate, compare, evaluate etc.) use (apply, make choices, accept, reject etc.) Learners should apply data for technological purposes in respect of the following South African and global themes: housing, textiles, communications, water, transport, food, energy, health, tourism, agriculture, manufacturing, media, sport and recreation. in the following Learning Contexts Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation
Foundation Phase	Learners should produce work in which: various types of data are accessed various types of data are processed various types of data are used	Learners at this level should produce work which is well presented, reasoned and logical. Learners should use simple data to analyse and make decisions. Learners should understand: Data storage and communication forms: verbal, non-verbal audio visual electronic Data forms: numerical text graphics within the context of the following processes access (identify, observe, research, locate etc.) process (collate, communicate, compare, evaluate etc.) use (apply, make choices, accept, reject etc.) Learners should apply data for technological purposes in respect of the following South African and global themes: housing, clothing, water, transport, food, health, agriculture, sport and recreation. in the following Learning Contexts Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation

4. SELECT AND EVALUATE PRODUCTS AND SYSTEMS

All learners are exposed to a wide variety of of products and systems. They, therefore, need to acquire the critical skills necessary to operate as confidently as discerning consumers and users of technology.

PHASE	ASSESSMENT CRITERIA	RANGE STATEMENT
Senior Phase	Learners should be able to present work in which: Products and systems are effectively selected Products and systems are effectively evaluated	Learners at this level should produce work which is logical and articulate indicating evidence of the selection and evaluation of products and systems Selection and Evaluation understand the need derive and prioritise the constraints that may influence the choice compare the characteristics and function of a range of similar products in respect of prioritised constraints test and evaluate products and systems Products and Systems a range from simple to complex designs a range from simple to complex applications mechanical, electrical and electronic services (eg postal service) Constraints and factors In drawing comparisons learners should consider factors such as: costs and value aesthetics and ergonomics social environmental materials durability life expectancy fit to purpose availability and maintenance
Intermediate Phase	Learners will be able to present work in which: Products and systems are effectively selected Products and systems are effectively evaluated	Learners at this level should show logical and articulate work indicating evidence of the selection and evaluation of products and systems Selection and Evaluation understand the need prioritise the given or derived constraints that may influence the choice compare the characteristics and function of a range of similar products in respect of prioritised constraints test and evaluate products and systems Products and Systems a range from simple to complex designs a range from simple to complex applications mechanical, electrical and electronic services (eg postal service) Constraints and factors In drawing comparisons learners should consider factors such as: costs and value aesthetics and ergonomics social environmental materials durability life expectancy fit to purpose availability and maintenance
Foundation Phase	Learners will be able to present work in which: Products and systems are effectively selected Products and systems are effectively evaluated	Learners at this level should show simple and reasoned work indicating evidence of the selection and evaluation of products and systems Selection and Evaluation understand the need prioritise the given constraints that may influence the choice compare the characteristics and function of a range of similar products in respect of the given constraints test and evaluate products and systems Products and Systems simple designs simple applications mechanical, electrical and electronic services (eg postal service) Constraints and factors in drawing comparisons learners should consider factors such as: costs and value aesthetics and ergonomics social environmental materials durability fit to purpose

5. DEMONSTRATE AN UNDERSTANDING OF HOW DIFFERENT SOCIETIES CREATE AND ADAPT TECHNOLOGICAL SOLUTIONS TO PARTICULAR PROBLEMS

Technology is interwoven with the economic, social and cultural fabric of societies. These ans other factors have influenced the way technology has evolved in different places and at different times. Learners need to understand the complex and diverse ways in which technology evolves.

PHASE	ASSESSMENT CRITERIA	RANGE STATEMENT
S	Learners should be able to present work in which: Various factors are considered Different technological solutions are compared new solutions are predicted? Causal relationships between main factors influencing technological development are reflected upon A variety of perspectives, modes, presentations and resources are used	Learners at this level should show detailed, logical and articulate work which reflects: Content historical geographical cultural economic Process research observation analysis Context Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation
Intermediate Phase	Learners will be able to present work in which: The main factors are considered Different technological solutions are compared New solutions are predicted Causal relationships between given factors influencing technological development are reflected upon A variety of perspectives, modes, presentations and resources are used	Learners at this level should show logical and articulate work which reflects: Content historical geographical cultural economic Process research observation analysis Context Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation
Foundation Phase	Learners will be able to present work in which: Specific factors are considered. The different technological solutions are compared. A variety of perspectives, modes, presentations and resources are used	Learners at this level should show simple and reasoned work which reflects: Content historical geographical cultural economic Process research observation Context Perspective: local, national, international Mode: individuals, pairs, groups Presentation: oral, written, graphical, modelling and simulation Resources: texts, interviews, observation, experimentation

6. LEARNERS WILL DEMONSTRATE AN UNDERSTANDING OF THE IMPACT OF TECHNOLOGY

Human values and other factors influence technology. Technology in turn shapes and influences the nature and well being of society, the economy and the natural environment, in both intended and unintended ways. Learners need to appreciate the ways in which technology effects all aspects of life.Outcomes 6 and 7 should preferably be achieved by integrating them with tasks and activities designed to achieve outcomes 1 to 5

PHASE	ASSESSMENT CRITERIA	RANGE STATEMENT
Senior Phase	Learners should be able to present work in which: technological impact in a variety of contexts is reviewed	At this level learners should be able to research, analyse and draw conclusions and make predictions about the positive and/or negative impact of technology in the following: Contexts society the environment the economy; Perspectives local national and global Time scales short medium and long term Consequences intended and unintended nature
Intermediate Phase	Learners should be able to present work in which: technological impact in a variety of contexts is reviewed	At this level learners should be able to research, analyse and draw conclusions about the positive and/or negative impact of technology in the following Contexts the home and school community and work the environment Perspective local national and global Consequences intended and unintended nature
Foundation Phase	Learners should be able to present work in which: technological impact in a variety of contexts is reviewed	At this level learners should be able to investigate, discuss and record the positive and/or negative impact of technology in the following: Contexts home school and environment Perspective local and global

7. LEARNERS WILL DEMONSTRATE AN UNDERSTANDING OF HOW TECHNOLOGY MIGHT REFLECT DIFFERENT BIASES AND CREATE RESPONSIBLE AND ETHICAL STRATEGIES TO ADDRESS THEM

During the course of human history technology has been used to both promote and counter bias. Bias has also influenced the development and use of technology. Learners need to be aware of these relationships and aware of possible bias in their involvement in technological activities.

Outcomes 6 and 7 should preferably be achieved by integrating them with tasks and activities designed to achieve outcomes 1 to 5

PHASE	ASSESSMENT CRITERIA	RANGE STATEMENT
Senior Phase	Learners should be able to present work in which: The concept and types of biases are understood and identified Biases limiting access to and the application of technology are identified. Strategies to address biases are developed.	At this level learners should: understand the nature and causes of bias be sensitive to and understand the complex ways in which bias affects important groups such as gender race age disability At this level learners should: research and analyse how access to and benefits of technology have been denied to various groups understand the impact of this bias on such groups. understand how the use and application of technology reflects, interests, priorities and biases in society. At this level learners should identify existing and suggest possible strategies to counter biases and address their effects.
Intermediate Phase	Learners should be able to present work in which: The concept and types of biases are understood and identified Biases limiting access to and the application of technology are identified. (RS should include design). Strategies to address biases are developed.	At this level learners should: understand the nature and causes of bias be sensitive to and understand the ways in which bias affects important group such as gender race age disability At this level learners should: research and present ways in which access to and the benefits of technology have been denied to various groups; understand the impact of this bias on such groups. understand how the use and application of technology in the wider community reflects priorities and biases in society. At this level learners should develop basic strategies to counter biases and address their effects
Foundation Phase	Learners should be able to present work in which: The concept and types of biases are understood and identified Biases limiting access to and the application of technology are identified. (RS should include design). Strategies to address biases are developed.	At this level learners should: understand the nature and causes of bias be sensitive to and understand the more obvious ways in which bias affects certain groups such as gender race aged the disabled At this level learners should: Find out how access to and the benefits of technology have been denied to various groups; understand the impact of this bias on such groups. Give examples of how the use and application of technology reflects priorities and biases in society. At this level learners should consider and discuss ways to counter biases and address their effects

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