Senior Phase
Technology
  General comment:

In the Senior Phase, there are eight Learning Programes based on the Learning Area Statements. Time allocations for each Learning Area are prescribed for all Grades and Phases. 		 
  Technology:

Definition

Technology has existed throughout history. People use the combination of knowledge, skills and available resources to develop solutions that meet their daily needs and wants. Some of these solutions have been in the form of products (e.g. shaping bones into fishhooks and needles, making clay cooking pots), while some solutions have involved combining products into working systems (e.g. bow and arrow, moving water and a wheel, pestle and mortar).

Today people still have needs and wants. However, the knowledge, skills and resources used to find solutions are of a different kind because of accelerating developments in technology. Today’s society is complicated and diverse. Economic and environmental factors and a wide range of attitudes and values need to be taken into account when developing technological solutions. The development of products and systems in modern times must show sensitivity to these issues. It is in this context that Technology is defined as: The use of knowledge, skills and resources to meet people’s needs and wants by developing practical solutions to problems, taking social and environmental factors into consideration.

In the Senior Phase, Technology will be developed as an extension to the groundwork laid previously, and in preparation for the manufacturing and engineering fields of the Further Education and Training Band. In this Phase of the General Education and Training Band, the Technology Learning Area is delivered through a separate Learning Programme.

  
Learning Outcome 1: TECHNOLOGICAL PROCESSES AND SKILLS
The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies.
Assessment Standards: (Some examples)

Grade 7

Investigates

We know this when the learner investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a local context.

Grade 8

Investigates

We know this when the learner investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a nationally relevant context.

Grade 9

Investigates

We know this when the learner identifies and explains a problem, need or opportunity from a given real-life context, and investigates the context, the nature of the need, the environmental situation, and the people concerned.
Learning Outcome 2: TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING
The learner will be able to understand and apply relevant technological knowledge ethically and responsibly.
Assessment Standards: (some examples)

Grade 7

Processing

We know this when the learner demonstrates knowledge and understanding of how materials can be processed to change or improve properties (e.g. strength, fire resistance, waterproofing, taste, volume, texture).

Grade 8

Processing

We know this when the learner demonstrates knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes:
  • to withstand forces (e.g. tension, compression, bending, torsion, shear);
  • to increase strength or life-span;
  • how specific properties suitable for packaging can be achieved.

Grade 9

Processing

We know this when the learner demonstrates knowledge and understanding of how materials can be processed (e.g. galvanised, frozen, dried, painted, varnished, electroplated) to change or improve properties (life-span), and how recyclable materials can be re-manufactured.
Learning Outcome 3: TECHNOLOGY, SOCIETY AND THE ENVIRONMENT
The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment.
Assessment Standards: (some examples)

Grade 7

Indigenous Technology and Culture

We know this when the learner explains how indigenous cultures in South African history have used specific materials to satisfy needs and the main reasons for the differences.

Grade 8

Indigenous Technology and Culture

We know this when the learner compares how different cultures have solved similar problems and relates the differences to the culture and values of their societies.

Grade 9

Indigenous Technology and Culture

We know this when the learner explores, compares and explains how different cultures in different parts of the world have effectively adapted technological solutions for optimum usefulness.
To view the complete Technology Curriculum document, click here