Grade 8 specific skills for Technology These specific skills, values and attitudes should be developed in the Senior Phase.
Solve problems in creative ways Combine thinking and doing in a way that links the abstract concepts to concrete understanding Use and engage with knowledge in a purposeful way Deal with inclusivity, human rights, social and environmental issues in tasks
Use a variety of like skills, such as decision-making, critical and creative thinking, cooperation, problem solving and needs identification in authentic contexts Develop positive attitudes, perceptions and aspirations towards technology-based careers Collect, collate, synthesise and organise information, e.g. from text, visual material, real-life examples Use more than one form of communication, e.g. diagrams, charts, plans, texts Distinguish important from less important information (relevance/usefulness to task) Compare information Recognise bias and different points of view Develop own ideas and points of view based on new knowledge Take part in discussions and listen with interest Recognise bias in technology Ask questions and identify issues, needs, wants and problems Use information to describe, explain and answer questions Evaluate existing products and processes, and evaluate own products Make links between concepts and knowledge, skills, and values and attitudes Acknowledge and appreciate diverse lifestyles and world views Use and draw sketches, tables, working drawings, graphs, and flowcharts Cross-reference information using different sources Develop observation, interviewing and recording skills Investigate contexts Process, interpret, present and evaluate information Devise and frame questions Use authentic contexts rooted in real situations outside the classroom Do practical investigations to develop knowledge and skills Write in a structured and coherent way Provide reasoned explanations Work cooperatively and independently Work safely Evaluate designs using criteria and make improvements
Inclusive teaching
What is inclusive teaching? In the Senior Phase, it is crucial that learners find themselves in an environment where they can develop an interest in learning and the belief that they can learn. Inclusive education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race, class, gender, disability, religion, culture,
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