2.3 Applying knowledge  (Page 2/2)

• planning investigations;
• conducting investigations;
• processing and interpreting data;
• evaluating and communicating findings;

• writes or communicates, with assistance, a short and clear statement (design brief) related to a given problem, need or opportunity that demonstrates some understanding of the technological purposes of the solution;

1.5 suggests and records at least two alternative solutions to the problem, need or opportunity that link to the design brief and to given specifications and constraints (e.g. people, purpose, environment);

1.6 chooses one of these solutions, giving reasons for the choice, and develops the idea further;

1.7 outlines a plan that shows the steps for making, including drawing or sketches of main parts;

1.8 uses suitable tools and materials to make products by measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen material;

1.9 works neatly and safely, ensuring minimum waste of material;

1.10 evaluates, with assistance, the product according to the design brief and given specifications and constraints (e.g. people, purpose, environment), and suggests improvements and modifications if necessary;

1.11 evaluates the plan of action followed and suggests improvements and modifications if necessary;

1.12 produces labelled two-dimensional drawings enhanced with colour where appropriate.

Memorandum

Research

Assignment 1

Something similar to an own/self-designed board game that will keep the children occupied during the winter holidays.

Assignment 2

Any answer that makes sense:

• Board game
• Our family/children
• Home
• Can stay occupied in a meaningful way
• Winter holidays

Assignment 3

Answers are determined by the relevant game that was researched.

Assignment 4

Answers are determined by respective games.

Design

Assignment 1

Learners should only take note of the specifications.

Assignment 2

The learners’ sketches will vary – note the detail and the degree of difficulty.

Assignment 3

Chosen design for board game within the square of 5 cm by 5 cm will vary from learner to learner – look out for detail, interesting features, degree of difficulty and originality.

Assignment 4

Answers will vary – look out for originality.

Assignment 5

Answers will vary – look out for completeness, originality, creativity, conciseness, clear explanations.

Assignment 6

Learners should answer Yes with a reason, e.g.

6. a) Yes, to keep us children meaningfully occupied during the holidays, etc.

Production

Assignment 1

(Refer to Assignment 1 [requirements] under Design)

(a) (possible answers) thick cardboard; a clean, white page; wrapping paper; glue, an empty box

(b) measure, cut, draw, write, colour in, cover, glue, fold, trace, paste, store

(c) ruler, protractor, compasses, Koki pens, pencil, rubber, colouring-pencils, scissors, stencil

(d) answers may vary

(e) answers may vary

Assignment 2

Learner must answer these questions later and all answers should be very good.

Assignment 3

Redraw design five times bigger

Assignment 4

Assignment 5 of the design is now refined and rewritten.

Assignment 5

After completion of each learner’s box, the teacher can assess the product by making use of the instructions (or each step that was followed).

Evaluation

Assignment 1

From the ticks made by the learners, a dominant code can be deduced. Learners are encouraged to have “very good” at each question.

Assignment 2

• Will vary.

Assignment 3

From the peer assessment, the teacher deduces a code to be allocated for a specific game.