1. ORT South Africa
Educating for life

2. ORT SA ORT SEED Contact details: Ariellah Rosenberg
Project Manager Educators’ Development
Tel:
Fax:
Cell:
Web: (

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

4. 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)

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

6. 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:
_______________________________________________________

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

8. 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

9. 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
( - RNCS Policy -Technology – Learning outcomes/ assessment standards)

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

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

12. 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

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

14. 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
( - RNCS Policy -Technology – Learning outcomes/ assessment standards)

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

16. 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
( - RNCS Policy -Technology – Learning outcomes/ assessment standards)

17. 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.

18. 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.

19. 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

20. 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)

21. 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

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

23. Outreach programme
Other Jewish schools
Siyakana trust – inner city

24. 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

25. ‘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