Values and attitudes
Learners must be made aware of the interrelationship between technology, society and the environment. • Indigenous technology: Wherever applicable, learners should be made aware of
different coexisting knowledge systems. They should learn how indigenous cultures have used specific materials and processes to satisfy needs, and become aware of indigenous intellectual property rights.
• Impact of technology: Learners must be able to identify and evaluate both the positive and negative impacts of technology on people’s lives.
• Bias in technology: Learners should be able to identify and express opinions that explain how certain groups within society might be favoured or disadvantaged by products of technology.
Requirements for teaching technology:
1 Each learner must have: • An approved textbook • A 72-page A4 workbook/exercise book (In secondary schools learners may require two books per year.)
• Stationery including basic mathematical set (drawing instruments): pencil, eraser, ruler and set squares.
• A designated teaching venue with a Technology teacher.
2 Technology rooms must be secure, with doors that lock, and with burglar-proofing if possible. Enough cupboards should be available to store and lock away all resources.
3 It is the responsibility of the school to provide each learner with the minimum tools and material to meet the needs of the subject (see Annexure B for possible tools and resources) and to develop the teacher’s appropriate knowledge and skills.
4 Enabling tasks are ctivities used to teach and then practise specific skills in preparation for a more advanced task – sometimes also called resource tasks. These tasks are assessed informally.
5 A short Practical Assessment Task which makes up the main formal assessment of a learner’s skills and knowledge application during each term. It may be an assignment covering aspects of the design process, or it may be a full capability task covering all aspects of the design process (IDMEC).
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