ORT South Africa Educating for life

ORT SA ORT SEED Contact details: Ariellah Rosenberg Project Manager Educators’ Development Tel: 011 728 7154 Fax: 0866 118 353 Cell: 082 852 0411 Web: www.ortsa.org.za http://c3.ort.org.il/Kingdavid (http://space.ort.org.il/KingDavid) Email: ariellah@ortsa.org.za

Agenda Learning area Technology NCS implications Structures School planning Technology Fair Outreach Programme Clickit

Deliverables Minutes meeting With Rabbi Kacev 10/01/06 The minimum requirements of the Revised National Curriculum should be implemented by teachers in Technology and are capable to implement it. This exposure should contribute greatly to the skills of teachers to implement an OBE style of teaching. Outreach programme will commence in 2007, though teachers from other Jewish schools will be invited to attend certain workshops in 2006 Technology fair to be held in the first week in November where schools will showcase what they have done during the year. A challenge outcome is for designated teachers to be confident to use and implement the Click it, which is an e-learning e-schooling tool. (this may be in subjects other than Technology)

Brief statistic on technology survey with Grade 6 learners 55 boys 59 girls answered the survey

Technology What is Technology Education? A definition of technology can be taken from any technology curriculum, but what it means to each individual is dependant on ones understanding of technology Technology Definition (NCS policy) The use of knowledge, skills and resources to meet people’s needs and wants by developing practical solutions to problems while considering social and environmental factors. Please write your definition: _______________________________________________________

NCS Implications Literacy Numeracy Life Skills Intermediate Phase (Gr.4-6) and Senior Phase (Gr.7-9) Learning Areas/ Programmes Languages 25% Mathematics 18% Natural Sciences 13% Social Sciences 12% Technology 8% Economic and Management Sciences 8% Life Orientation 8% Arts and Culture 8% Foundation Phase (Gr. R-3) Learning Programmes Literacy Numeracy Life Skills

Learning Outcomes Intermediate Phase (Gr. 4-6)+ Senior Phase (Gr. 7)   Learning Outcome 1 Learning Outcome 2 Learning Outcome 3 Learning Outcome 4 Learning Outcome 5 Learning Outcome 6 Arts & Culture Creating, Interpreting and Presenting Reflecting Participating and Collaborating Expressing and Communicating Economic and Management Sciences The Economic Cycle Sustainable Growth and Development Managerial, Consumer and Financial Knowledge and Skills Entrepreneurial Knowledge and Skills Languages – Home Language Listening Speaking Reading and Viewing Writing Thinking and Reasoning Language Structure and Use Languages – First Additional Languages – Sec Addition Life Orientation Health Promotion Social Development Personal Development Physical Development Mathematics Numbers, Operations and Relationships Patterns, Functions and Algebra Space and Shape (Geometry) Measurement Data Handling Natural Sciences Scientific Investigations Constructing Science Knowledge Science, Society and the Environment Social Sciences – Geography Geographical Enquiry Geographical Knowledge and Understanding Exploring Issues Social Sciences - History Historical Enquiry Historical Knowledge and Understanding Historical Interpretation Technology Technological Processes and Skills Technological Knowledge and Understanding Technology, Society and the Environment

Technology Learning Outcomes Learning Outcome 1: LO1 TECHNOLOGICAL PROCESSES AND SKILLS The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technologies. Table (http://c3.ort.org.il/kingdavid - RNCS Policy -Technology – Learning outcomes/ assessment standards)

Lo1- Technological processes and skills The Structural approach Investigate Design Make Evaluate Communicate

Lo1- Technological processes and skills The functional approach Intuitive activity with design function Communicate The problem evaluating investigating making Communicate Communicate Communicate

The Design Process Investigate Research on Historical context Investigate existing products (What, Why, Who) Design aspects of products Advantages and disadvantages of technological solution to people and environment Scientific investigation Design Design brief – Statement for the development of the product Design and record at least two possible solutions for the problem / need (as per design brief) Chooses one of the ideas and develop it further with graphics/ and or modeling Make Outlines a plan that shows the steps for making the product Develops a plan with detailed steps including sketches and drawing Uses suitable tools and materials to make the products by: measuring, marking out, cutting or separating, shaping or forming, joining or combining, and finishing the chosen materials. Works neatly and safely, ensuring minimum waste of material Evaluate Evaluates the product with/ no assistance according to the design brief and given specifications and constraints and suggests improvements and modifications if necessary. Evaluates the plan of action followed and suggests improvements and modifications if necessary Communicate Produces simple to labeled 2-D sketch of the product, enhanced with colour Draws appropriate drawing of the product, showing measurements Uses appropriate technologies to produce presentations that record and communicate the design process (e.g. simple portfolio, posters, charts, models). Interviews Surveys Questionnaires Analyzing existing products The internet Books Newspapers/ magazines PC/ CD Roms

A project portfolio A project portfolio as a means of communicating the problem solving process… Courtesy of Juta Gariep: Doing Technology

Technology Learning Outcomes Learning Outcome 2: LO2 TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to understand and apply relevant technological knowledge ethically and responsibly. Structures Processing Systems and control Table (http://c3.ort.org.il/kingdavid - RNCS Policy -Technology – Learning outcomes/ assessment standards)

Progression in assessment Outcomes 4 3 2 1 Exceeds expectation Meets expectations Meets the to some degree Does not meet the

Technology Learning Outcomes Learning Outcome 3: LO3 TECHNOLOGY, SOCIETY AND THE ENVIRONMENT The learner will be able to demonstrate an understanding of the interrelationships between science, technology, society and the environment. Indigenous Bias Impact Table (http://c3.ort.org.il/kingdavid - RNCS Policy -Technology – Learning outcomes/ assessment standards)

The Technology Highway This model of a Technology Highway describes the Technology Learning Area. There are three Learning Outcome: LO1 deals with the Design Process – represented in the model by the wheel. LO2 deals with content area – represented by the lanes. LO3 deals with societal and environmental issues – represented by the road surface. The methodology: The wheel (Design Process) is always involved - the journey is impossible without it. No matter what lane (content area) you are in, the wheel turns there. No matter what lane you are in, you have to negotiate various road surfaces (society, environment, etc). The wheel is at the centre of this model: the centrality of the Design Process is Technology’s defining characteristic.

LO2 Structures Grade 4 Grade 5 Grade 6 Grade 7 Demonstrates knowledge and understanding of how to strengthen the structure of products by folding, tubing, and using triangular webs or strong joints. Demonstrates knowledge and understanding of different types of structures (e.g. frame, shell, solid), and of the relationship between materials and the load a structure of a product can support. Demonstrates knowledge and understanding of materials suitable for supporting loads (e.g. stiffness, strength), how structures can be made stable (e.g. base size, ground anchors), and how they can be reinforced (e.g. using appropriate cross-sections, cross-braces, triangular webs, folding). Demonstrates knowledge and understanding of structures in terms of: specific properties and use of materials (e.g. water, resistance,  thermal insulation, fire resistance); stability (e.g. base size, centre of gravity); strengthening (e.g. corrugation, laminating, reinforcing); joining techniques.

Practical Using the A4 paper create a bridge that can holds a cup/ can Analogy exercise Build the tallest tower using straws and sticky tape

Structures A structure supports an object or weight. It must be able to supports its own weight and the load that is put on it. Frame Structures are made of strips put together to form a framework which can support itself (e.g. a bridge) Shell structures have an outside “skin” which supports the weight (e.g. a tin or a box) (manufacture/ natural)

School Planning Technology Integration Term1 2 Term3 Term4 Grade 4 Design and make a vehicle LO3- Road safety LO2- System and control- LO1- Design process Integration –Languages Technology Fair Grade 6 Design and make Water filter LO3- Indigenous/ Environment LO2- Processing Integration- Science Design and make toys- Outreach programme Grade 7 Bridges and Introduction to Technology Follow up bridges

Technology Fair Show case of learners’ work Promote parents involvement Outreach internal and external Community, donors

Outreach programme Other Jewish schools Siyakana trust – inner city

Clickit :http://c3.ort.org.il/kingdavid Information - Assignments (Sick learners, educator’s leave) Links (Safe surfing in research/ homework) Practice (posting HW) Communication - Forum Assistance from educators, virtual teacher Communicate between themselves Communicate with Israel Presentation Assignments PP posters/ presentations Photo gallery

‘Science is made of facts; Just as houses are made of stones, so is science made of facts; but a pile of stones is not a house, and a collection of facts is not necessarily science.’ Henry Poincare