encouraged to continue to reflect on their progress against these criteria and to modify their solutions based on problems encountered. As learners progress they should be able to demonstrate increasing accuracy and skill, better organisation and safer working practices.
Communication should also be seen as integral to the overall process. Learners should be recording and presenting progress in written and graphical forms on an on-going basis. Their presentations should show increasing use of media, levels of formality and conventions as they progress through the phase. Graphical skills should develop through Grades 7–9.
Learners should be able to draw: • Freehand sketches ( design stage) • Working drawings (planning and making stage) using formal draughting techniques in line with conventions
• Artistic drawings (communication stage) using artistic techniques including perspective, texture rendering, shading, colours and shadows.
Types of drawing covered in Grades 7–9 include: • 2-D drawings • Front, side and top views • 3-D isometric projection • First angle orthographic projection • Single vanishing point perspective and double vanishing point perspective.
Content areas
There are four core content areas in Technology in Grades 7–9. These are: • Structures • Processing • Mechanical systems and control • Electrical systems and control.
These four content areas form the basis of the four strands which must be done each year in every grade. Where possible in the Senior Phase, the learner should engage in projects that integrate processing, structures, and systems and control. The recommended approach will be to introduce the required knowledge followed by practical work in which the knowledge is applied. In all cases, the teaching will be structured using the Design Process as the backbone for the methodology. Some of these elements will be assessed formally each term.
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