REPUBLIC OF ZAMBIA

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL

Republic of Zambia[ TRAINING AND EARLY EDUCATION

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

TECHNOLOGY STUDIES
PRIMARY SCHOOL SYLLABUS
TECHNOLOGY STUDIES
GRADE 1 – 7

GRADES 5 – 7

Published by the Curriculum Development Centre

P.O. Box 50092
PREPARED AND PUBLISHED BY THELusaka
CURRICULUM DEVELOPMENT CENTRE
P.O. BOX 50092
LUSAKA - ZAMBIA
2013
© Curriculum Development Centre, 2012
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

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 Vision

“A Zambia where every learner is receiving quality education that is relevant to individual and societal needs and contributes to national
development”.

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Table of Contents

PREFACE ......................................................................................................................................................................................................... v
ACKNOWLEDGEMENTS ............................................................................................................................................................................. vi
AIMS OF TEACHING TECHNOLOGY STUDIES ..................................................................................................................................... vii
RATIONALE OF TECHNOLOGY STUDIES ............................................................................................................................................. viii
SUGGESTED TEACHING METHODOLOGY ............................................................................................................................................. ix
TIME ALLOCATION ...................................................................................................................................................................................... x
OUTLINE OF THE SYLLABUS ..................................................................................................................................................................... x
Grade 5 Key Competences and Outcomes........................................................................................................................................................ 1
Grade 5 Topics .................................................................................................................................................................................................. 2
Grade 6 Key Competences and General Outcomes. ......................................................................................................................................... 7
GRADE 6 Topics .............................................................................................................................................................................................. 8
Grade 7 Key Competences and General Outcomes. ....................................................................................................................................... 11
GRADE 7 Topics ............................................................................................................................................................................................ 12
PROJECT EVALUATION SHEET. .............................................................................................................................................................. 14
APPENDIX I - TOOLS AND EQUIPMENT. ............................................................................................................................................... 15
APPENDIX II - SCOPE and SQUENCE. ..................................................................................................................................................... 16

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PREFACE

This syllabus is a product of the recommendations made during the National Symposium held in June 2009, the Baseline Survey that was
conducted by the Curriculum Development Centre in 2005 and the National Curriculum Framework Stakeholders meeting held at the
Government Complex in April, 2012.
The teaching of Technology Studies at Primary School level is designed to lay a foundation for Technical Subjects at Secondary School
level so as to prepare the learners for the demands in the changing technological world. In this regard, Technology Studies will equip
learners with a variety of knowledge, skills and values that can prepare them for further education, entrepreneurship, life in general and
the attainment of the Vision 2030.

Thus, the review was necessitated by the need to improve the quality of education at Primary School level as outlined and recommended
in the policy document Educating Our Future (1996) and the Zambia Education Curriculum Framework (ZECF) of 2012.

It is my sincere hope that this syllabus will improve teaching and learning of Technical Subjects in Schools and have a positive impact on
the quality of education and the national economy.

Chishimba Nkoshya (Mr)

Permanent Secretary
Ministry of Education, Science, Vocational Training and Early Education.

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ACKNOWLEDGEMENTS

The Technology Studies syllabus review exercise would not have been accomplished without the involvement, participation and
commitment of many people. We want to thank all the people who took part in the review at different stages. Most importantly we thank
Zambia Association for Technology Education (ZATE) for their numerous contributions towards the curriculum review process. We also
wish to extend our gratitude to the Copper belt University (CBU) and ZICTA for their valuable contributions toward the Information and
Communications Technology (ICT) component.

We wish to thank government departments and institutions of learning that were involved in the development and production of this
syllabus in many varied ways.

Finally, we wish to acknowledge our indebtedness to the former Director of Standards and Curriculum Mrs. Florence Mfula, the former
Chief Curriculum Specialist Ms Georgina Hamaimbo and the late Principal Curriculum Specialist Ms Mary M. Lungu for their valuable
contributions in guiding the review exercise before they retired from the service.

C.N.M. Sakala (Mrs.)

Director – Standards and Curriculum
Ministry of Education, Science, Vocational Training and Early Education.

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AIMS OF TEACHING TECHNOLOGY STUDIES

Technology has existed throughout history. People apply knowledge, skills and use available resources to develop solutions that meet
their needs and wants. Some of these solutions have been in form of products (e.g. shaping bones into fish hooks, making clay cooking
pots) while other 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 development in technology. Today’s society is more complicated and diverse. In this regard, economic and
environmental factors, attitudes and values need to be taken into account when developing solutions.

Therefore, Technology Studies provides an opportunity for the learners to identify various needs and have hands-on experience to
develop solutions that address their needs.

At Primary School level, the Technology Studies syllabus has two (2) main components: Information and Communication Technology
and Design and Technology. The general description of the two strands is outlined below.

COMPONENT DESCRIPTION
1 DESIGN AND This component will focus on the application of knowledge and use of available resources to meet
TECHNOLOGY people’s needs by developing practical solutions to problems. At the heart of this, is the identification
of problems through open–ended problem solving approach.
2 INFORMATION AND One of the features of the rapidly changing world is the accumulation of vast amounts of information
COMMUNICATION that has an impact on all aspects of modern life. Therefore, learners need to be equipped with skills and
TECHNOLOGY knowledge to be competent in accessing and working with various forms of information and data.

Thus, the purpose of Technology Studies is to contribute towards learners’ technological literacy by giving them opportunities to:
 develop and apply scientific skills to solve technological problems;
 appreciate the interaction between people’s values and attitudes, technology, society and the environment
 understand the concepts and knowledge used in technology and use them responsibly and purposely
 exploit locally available natural resources, materials to satisfy mans’ needs and desires.
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RATIONALE OF TECHNOLOGY STUDIES
Many people think that technology is about programming computers or wiring complicated circuits. Truthfully, this is an aspect of
technology which is commonly referred to as Information Technology. However, Technology is about being creative in finding
appropriate solutions to human problems and meeting our needs. Therefore, Technology Studies, more than any other learning area
prepares learners for the world of work.With this in mind, it is important that the subject is introduced to learners at a tender age. This is
the best time because at this age, learners have delight in exploring their surroundings; enjoy making, dismantling, examining and
experimenting things. In fact, teachers can be amazed by the learners’ ability for being creative, problem-solving and decision making. In
this regard, designing and making is the main thrust of the subject because it provides an opportunity for learners to use available
materials, put their capability to work and to develop products that meet their real needs and wants.

To this end, Technology Studies will develop learners who will have:

 an ability to solve problems by investigating, designing, developing, evaluating as well as communicating effectively using
different modes
 a fundamental understanding of an ability to apply technological knowledge, skills and values, working as individuals and as a
group
 a critical understanding of the relationship between technology, society, the economy and the environment
 a motivatedand deeper appreciation for self-employment career opportunities, develop entrepreneurial characteristics and qualities
for successful pursuit
 an appreciation for using Information Technology tools and information sources such as computer systems and software packages
to support learning in a variety of ways.

KEY COMPETENCIES OF TECHNOLOGY STUDIES

The key competencies of Technology Studies are outlined at the beginning of each level in the syllabus.

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SUGGESTED TEACHING METHODOLOGY

The approach to teaching and learning is the learner-centred. Therefore, in order to develop learners with understanding, skills and values
that can contribute to the development of society, the starting point for teaching and learning is to recognize that learners come to school
with a wealth of knowledge and experience gained from the family, community and through interaction with the environment. Thus,
learning in school must build on the learner’s prior knowledge and experience.
This is best achieved when learners are actively involved in the learning process through hands on activities. However, each learner has
individual needs, pace of learning, experiences in life and abilities. To accommodate this, the teacher must determine the needs of the
learners, and shape the learning experiences accordingly. Therefore, teaching methods must be varied but flexible within well-structured
sequences of lessons and should include among others:

 Working in Pairs
 Group work
 Individual Work
 Field trip Method
 Project Method
 Discussion Method
 Guest Speaker
 Demonstration Method
 Team Teaching

The teacher should have reasons for choosing a particular teaching method and must employ strategies and techniques to make the lesson
interesting.

The syllabus outlines the learning outcomes. Thus, the teacher must decide, in relation to the learning outcomes to be achieved, when it is
best to let learners discover or explore information for themselves; when they need directed learning; reinforcement or when the learners
can be allowed to find their own way through a topic.

In this way, outcomes can be attained in a spiral manner considering that in any lesson, different outcomes can be covered through
knowledge, skills and values. The objective is to ensure that learners are able to apply the knowledge gained in real life situations.

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TIME ALLOCATION

The standard period allocation for Technology Studies at Lower and Upper Primary levels has been prescribed in the Zambia Education
Curriculum Framework (ZECF) of 2012. The minimum learner-teacher contact time for Lower Primary school level (Grade 1 to 4) is
three (3) hours per week, translating into four (4) periods. The duration for a single period is 30 minutes.

The minimum learner-teacher contact time for Upper Primary school level (Grade 5 to 7) is 4.7 hours per week, translating into four (4)
periods for the two (2) components. The duration for a single period is 40 minutes.

While information on the teaching of different skills, resources, teaching methods and evaluation would be found in the Teacher’s Guide,
teachers should be mindful of the Specific Outcomes which are preceded by the General Outcomes that are found in this syllabus.
Therefore, scheming should be based on the Specific Outcome. In most cases, more lessons will be required before achieving a certain
Specific Outcome.

OUTLINE OF THE SYLLABUS

This syllabus seeks to instill a sense of appreciation of technology education to ensure that learners adapt and cope with changing
situations. It will also provide learners with broader concepts and principles in Technology, which will allow them to expand their
thinking capacity to tackle real-life situations effectively.

The topics, sub-topics and outcomes are arranged in order for easy of reference. Some topics may be similar at both lower and upper
sections, but the levels of knowledge, skills and values to be attained are not the same. Hence, when preparing lessons teachers should
strive at building on what the learners already know.

The syllabus has been outlined in such a manner that both components of the subject (Information and Communication Technology and
Design and Technology) are taught in an integrative manner from Grade 1 to 4 by one teacher. The teacher should be conversant in both
areas and lay a firm ground in the learners. However, it envisaged that each school will have separate special rooms for the two
components where learners will have to go and learn as soon as they get to Grade 5. This will provide learners with an opportunity for
hands-on activities.

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 Grade 5 Key Competences and Outcomes.

GRADE 5 LEVEL

KEY COMPETENCES GENERAL OUTCOMES

 Show basic knowledge and skills in making and moulding  Develop competencies in the application of basic ICTs in
bricks/blocks everyday activities.
 Demonstrate basic first aid skills.
 Acquire knowledge, positive attitudes and values in designing
 Demonstrate ability to create, name and save files
and making artifacts.
 Grade 5 Topics
CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.1 Safety 5.1.1 Introduction to 5.1.1.1 Apply workroom rules and  Open workshops  Observing safety  Applying
the work room safety Precautions workrooms, Safety rules while safety rules
rules. working effectively
5.1.2 Storage of tools. 5.1.2.3 Outline different ways of  Cabinet and tool box
storing tools.  Care of tools
5.1.3 First Aid box 5.1.3.1 Explain the importance of  Handling of  Communicating  Applying first-
First Aid accidental minor knowledge on aid during
injuries. handling First-Aid. accidents.

5.1.3.2 Describe the content of the  Content such as  Communicating  Using of

First Aid Box Sterile bandages, contents in the content in the
burn dressing, first-aid box. first-aid box
bicarbonate of soda, during
scissors, adhesive emergency
plaster
5.1.3.3 Demonstrate the basic  Use of first-aid  Demonstrating  Appreciating
application of First Aid. content: Sterile first-aid box. use of the first-
bandages, burn aid everyday
dressing, bicarbonate life.
of soda, scissors,
adhesive plaster
5.4 Tools 5.4.1 The work bench 5.4.1.1Identify parts and use of the  Parts of the  Identifying parts of  Applying
Workbench. workbench: Table, the work bench knowledge on
bench stop, shelf/tool and marking out the use of the
rack, well tools. work bench,
marking out
and holding
tools.

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
5.4.2 Marking tools 5.4.2.1 Identify marking out tools.  Marking out tools:  Identifying
marking gauge, try- marking out and
square, mortice and holding tools
marking knife.
5.4.3 Holding tools 5.4.3.1 Identify holding tools.  Holding tools: Vices,
cramps.
5.6 Material 5.6.1 Material 5.6.1.1 Demonstrate the procedure of  Preparing wood:  Show ability to cut  Appreciating
preparation preparing materials before cutting and planing timber and use the the process of
use. procedure planing procedure planing and
to prepare wood. filing before
 Preparing metal:  Show knowledge using wood
cutting and filing of cutting and and metal.
filing metals.
5.6.2 Joining 5.6.2.1 Apply basic methods of  Joining Wood:  Using joints on  Applying joints
materials joining materials. - Through housing, wood, metal and to make simple
- Cross halving plastics articles.
 Joining Metal:
- Seaming
 Joining Plastic:
Gluing
5.6.3 Building 5.6.3.1 Describe materials used to  Clay, mud, poles,  Identifying building  Appreciating
Materials construct various houses. grass, iron sheets. materials to use for use of different
houses. materials in
structures.
5.6.3.2 Demonstrate how to mould /  Blocks and bricks  Measuring and  Apply
make blocks and bricks. mixing materials to knowledge to
mould. mould
blocks/bricks.
5.7 Window 5.7.1 Window 5.7.1.1 Demonstrate the navigation  Navigating  Closing of windows  Application of
Manipulation navigation of windows. Windows. forms. maximize and
 Cursor shapes for  Maximizing minimize
5.7.2 Cursor shapes 5.7.2.1 Identify and Explain the Busy and Ready windows forms. button.
meaning of Cursor Status  Position point and  Minimizing of  Awareness of

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
select. windows forms. maximized and
 Identification of minimized
cursor shapes. windows.
 Observation of  Curiosity in
cursor shapes and opening and
events as they closing
change. windows form.
5.8 Programme 5.8.1 Locating a cursor 5.8.1.1 Locate and move a cursor.  Cursor symbol  Identification of  Application of
running and  Moving the cursor cursor symbol cursor event
exiting using the mouse and depending on using mouse
arrow keys. location. movement and
 Observation of arrow keys.
cursor shapes and  Awareness of
events as they cursor events
change.  Problem
 Manipulation of solving in
cursor movement locating the
mouse and arrow cursor using
keys. arrow keys or
the mouse.
5.9 Lettering Printing 5.9.1.1 Use stencils and cut out letters  Printing the words  Identifying correct  Appreciating
to print words. stencils to print the use of
words. stencils in
 Stencils and cut out  Cutting out stencils printing.
letters. for letters
5.10 Drawing 5.10.1 Construction of 5.10.1.1 Construct and bisect angles.  Angles 120⁰, 90⁰, 45⁰  Constructing angles  Applying
Angles angles to draw
shapes/designs.
5.10.2 Construction of 5.10.1.2 Construct triangles  Equilateral, isosceles  Constructing  Appreciation
triangles satisfying given measurements scalene triangles triangles in
designing.
5.10.3 Construction of 5.10.1.3 Construct squares and  Square, rectangles  Constructing  Apply
Rectangles and squares rectangles given sides. rectangles and rectangles and

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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
squares. squares in
design.
5.10.4 Construction of 5.10.4.1 Identify basic parts of the  Diameter, radius,  Communicating  Appreciating
circles circle. centre-lines, centre basic parts of the properties of
circle. the circle.
5.10.4.2 Construct circles satisfying  Construction of  Constructing  Applying
given measurements. circles circles. circles and arcs
in design.
5.11 Graphics 5.11.1Graphic packages 5.11.1.1 Open graphic package  Opening graphic  Manipulation of  Creativity in
5.11.2 Pattern creation package and image graphic images creating graphic
5.11.1.2 Manipulate graphic image  Resize, fill colour and  Demonstration images
change colour how to resize, fill  Application of
colour and change graphic package
colour. to create graphic
 Identification of images.
resize, fill colour  Inquisitiveness
and change buttons. in using graphic
packages.
5.12Designing 5.12.1 Elements of 5.12.1.1 Add text to drawing  Adding text to  Manipulation  Application
designing Graphics drawing  Creativity
5.13Saving 5.13.1Saving files 5.13.1.1 Distinguish between Save  Save and save as  Manipulation  Application
and Save As  Naming and saving  Demonstration  Creative
5.13.1.2 Name and save file in a files.  Identification thinking
Specific location.  Exploration
5.14 Design and 5.14.1 Inventions in 5.14.1.1 Identify factors that led to  Existing problems  Investigating  Recognizing
Technology Technology different types of inventions. such as: Technology factors that led to problems in the
advances, climate ancient inventions community and
5.14.1.2 Apply the stages of design change, growing influencing apply design
process in making an artifact. population, transport technology process to
challenge. advancement. suggest possible
 Stages of the design  Observing stages solutions.
process (problem involved in design
identification, brief, process.
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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
research, making,
evaluation)
5.15 Energy 5.15.1 Electricity 5.15.1.1 Demonstrate the generation  Water, generator,  Investigating  Apply simple
of the hydro-electric power. turbines. effects of water, electrical
generators and mechanisms
turbines on hydro- (generators) in
electricity. designing
5.15.2 Observe safety precautions  Safety precautions:  Observing safety systems.
when using electricity. (avoid naked wires, when working with
wet hands, insulation). naked wires.
5.16 5.16.1 Costing and 5.16.1.1 Demonstrate how to cost  Costing and pricing  Investigating  Appreciation
Entrepreneurship Pricing. and price crafts and services. effects of correct of keeping
costing and pricing different
on services. records of
5.16.2 Record 5.16.2.1 Demonstrate how to keep  Financial records:  Investigating the accounts.
keeping financial records. Cash, Stock and Sales importance of
book. keeping financial
records.

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 Grade 6 Key Competences and General Outcomes.

GRADE 6 LEVEL
KEY COMPETENCES GENERAL OUTCOMES
 Show basic knowledge and skills in preparing and joining materials.  Develop competencies in the application of ICTs in everyday
 Show basic knowledge and skills of creating tables and formatting text. activities.
 Demonstrate basic knowledge and skills in constructing basic  Acquire knowledge, positive attitudes and values in
structures. designing and making artifacts.

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 GRADE 6 Topics

CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
6.1 Formatting 6.1.1Text formatting 6.1.1.1 Identify different Text  Normal, bold and Italic.
 Formatting text  Application of
6.1.2 Text alignment formats  Underline text, remove Identification of formatting
6.1.1.2 Demonstrate formatting text under line, font size, formatting drop buttons and keys.
6.1.2.1 Identify different text font type and font down menu.  Inquisitiveness on
alignments
colour.  Demonstration of how to format
 Left, right and centre. underlining, sizing text and align it.
6.1.2.2 Demonstrate alignment of
 Left, right, centre icons
of font and colour  Awareness that
text  Aligning text different buttons
and the tab key for text
alignment. according to do different
requirements and functions.
needs.
6.2 Materials 6.2.1 Joining 6.2.1.1 Apply basic methods of  Methods of joining  Applying  Realizing of
materials joining materials. wood (Common mortice knowledge of simple wooden
and tenon, common mortice and tenon artifacts.
bridle) and common bridle
to join wood
6.2.2 Gluing 6.2.2.1 Apply the gluing procedure  Gluing procedure when  Distinguishing the  Realizing simple
when joining materials. using PVA and contact strength of PVA artifacts
adhesives on wood, and contact
metal and plastics adhesive on
(Laminating) materials.
 Appreciate
6.2.3 Finishes 6.2.3.1 Apply the procedure of  Applying varnish such  Investigate effects
finishing artifacts. as varnish and paint. of certain finishes beauty and
on materials / harmony of
products. finished products.
6.2.4 Construction. 6.2.4.1 Identify basic building tools  Wheel barrow, Trowel,  Recognizing basic  Constructing
spirit level. building tools. simple
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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
6.2.4.2 Explain the basic stages in  Stages in preparing site:  Communicating structures.
preparing land to construct a Clearing, setting, basic stages in land
structure. digging, construction. preparation for  Applying basic
construction. knowledge to
6.2.4.3 Demonstrate the ability to  Chicken run, user  Constructing simple construct simple
construct a simple structure. friendly pit latrine, structures. structures.
kennel or a barn.
6.3 Lettering 6.3.1 Printing 6.3.1.1 Apply printing styles using a  Normal  Identification of  Creativity in
computer  Tiling printing icons. creating posters.
 Manipulation of  Application of
text for printing. word to print text.
 Presentation of  Awareness of
well printed wastage in
documents. printing and
environmental
impact.
6.4 Editing 6.4.1 Text Editing 6.4.1.1 Manipulate text.  Selecting, cutting,  Manipulation of  Creativity in
copying, deleting and text. creating posters.
pasting.  Identification of  Application of
cutting, copying word to print text.
deleting.  Awareness of
 Editing wastage in
printing and
environmental
impact.
6.5 Designing. 6.5.1 Design process. 6.5.1.1 Apply the design process in a  Identifying the  Application of
problem solving situation. problem in the the design
community design process in a
process. problem solving
situation.
6.7 Drawing. 6.7.1 Polygons 6.7.1.1 Construct regular polygons.  Hexagon when given a  Displaying  Applying
- Hexagon circle. knowledge to knowledge of
- Octagon  Octagon when given a construct a hexagon hexagon and
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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
square. and octagon. octagon in
designing artifacts.
6.7.2 Isometric 6.7.2.1 Construct simple objects in  Isometric drawings  Constructing  Communicating in
drawing Isometric. objects in isometric views
Isometric views.
6.9 Energy 6.9.1 Electricity 6.9.1.1 Construction of the simple  Construction of simple  Observing the use  Applying simple
circuits. circuits involving bulbs, of insulation, circuits to design
switches, cells, basic circuits, bulbs, artifacts / systems.
circuit boards, bulb cells, switches,
holder. circuit boards and
bulb holder in
systems.
6.10 6.10.1 6.10.1.1 Explain why  Source of income, job  Communicating  Enterprising
Entrepreneurship Entrepreneurship as a entrepreneurship is a good career. creation, self- importance of
career employment. entrepreneurship
as a good career.

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 Grade 7 Key Competences and General Outcomes.

GRADE 7 LEVEL
KEY COMPETENCES GENERAL OUTCOMES
 Show basic knowledge and skills in designing and producing an artifact.  Develop competencies in the application of ICTs in
 Show basic knowledge and skills in navigating windows on the everyday activities.
computers.  Acquire knowledge, positive attitudes and values in
 Demonstrate basic knowledge and skills in running and managing designing and making artifacts.
entrepreneurial ventures.

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 GRADE 7 Topics

CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
7.1 Drawing 7.1.1 Introduction to 7.2.1.1 Convert simple solids from  Front Elevation,  Constructing of solids  Appreciating and
orthographic isometric to orthographic plan, End into orthographic communicating
projection projection. Elevation projection orthographic
 Interpreting building projection
7.1.2 Basic building 7.1.2.1 Draw elevations of a simple elevations on paper.  Applying
drawing. conventional house. orthographic
drawing to design
simple
conventional
houses.
7.2 Materials 7.2.1 Joining 7.2.1.1 Apply basic methods of  Butt joint  Applying knowledge  Realizing simple
materials joining materials.  Lap joint of butt joint, lap joint wood artifacts.
 Screws and screws to join
wood.
7.3 Calculator 7.3.1 System 7.3.1.1 Use the system calculator  Changing  Demonstration on  Application of
calculator to perform elementary operations calculator type the use of calculator calculator to
(standard,  Manipulation of the carry out
scientific) calculator keys. arithmetic
 Calculations.  Computation of problems.
 Copying from various operations  Interpretation
calculator to using the calculator. of keys on the
word calculator.
 Awareness that
the calculator is
just a tool and to
aid arithmetic
operations.
7.4 Energy 7.4.1 Electricity 7.4.1.1 Demonstrate ability to use a  Heater, fan, bell.  Communicating the  Applying heater,
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 CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
simple circuit. use of heater, fan and fan and bell to
bell. design artifacts /
systems.
7.5 The Internet 7.5.1 Internet risks 7.5.1.1 Identify the risks associated  Web risk  Communication with  Responsibility in
with the internet. awareness (cyber internet to search for blousing the web.
crimes, information.  Awareness that
undesirable  Analysis of web risks the web can have
7.5.1.2 Protect oneself from materials) and implications. some risks on the
financial risk.  Not disclosing of  Identification of internet.
identity, and search engines.  Safety
passwords on line  Interpretation of consciousness
or phones and passwords. about risks on the
ATM cards. internet.
7.6 Searching 7.6 1 External storage 7.7.1.1 Save and retrieve  CD ROM and  Identification of  Application
and devices information from external storage flash Disc external storage  Productivity
Retrieving 7.6.2 The World devices devices  Awareness
Information Wide Web  World Wide Web  Appreciation
7.7.2.1 Search for specific  Demonstration on
information from the internet  Selecting relevant
(www)
how to get data from
information (sifting)
external drives.
 Application of
external drives.
7.7 Designing. 7.7.1 Design and 7.7.1.1 Demonstrate the ability to  Stages in design  Monitoring portifolio  Realizing an
making produce a portfolio process to realize an artifact. artifact from a
portfolio to solve
a problem.
7.8 7.8.1 Entrepreneurship 7.8.1.1 Form small entrepreneurship  Entrepreneurship  Communicating  Enterprising
Entrepreneurship as a career groups for small scale businesses. groups business ideas groups to earn
money through
marketing /
advertising their
produce.

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 PROJECT EVALUATION SHEET.

How well did I work on the project?

YES NO REASON FOR MY ANSWER

1. I managed my time well.

2. I selected and used my equipment.

3. I kept my work area tidy.

4. I worked well with others.

5. I have enjoyed my work.

6. I did some research on the project

7. I have learnt something new from the project

8. If I were to make the project again, I would make some

modifications
9. I made some changes on my drawings

10. I want to tell others about my success.

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APPENDIX I - TOOLS AND EQUIPMENT.

FOR PRIMARY SCHOOLS

A Graphic Communications Equipment
A3 Drawing Boards 300 mm Rule Compass and Dividers
Drawing Boards Clips A3 Tee Squares Set Squares

B Tools and Equipment

Measuring and Marking Out Tools
Measuring Tape Punches: Centre and dot Marking Knife
Steel Rules Gauges: Marking, Mortice Pencil
Try Squares, Sliding Bevel Compass

Cutting Tools
Saws: Planes: Files: Flat, Half round, Triangular, Square
Bench: Rip, Cross cut Jack, smoothing, spoke shaves rasp
Back:Tenon, Dovetail Chisels (Wood):Mortice, Paring,
Frame: Coping, Bow, hacksaw, Bevel edged
Metal: Flat cold, Half round, Cross cut

Driving Tools
Hammers: Mallets: Screwdrivers:
Claw, Ball pein, Cross pein, Carpenter’s, Bossing, Rubber Flat, Phillips

Holding Tools Boring: Ratchet brace, Twist bits,

Vices: Wood bench vice, Metal bench G- Cramp, Sash Cramp Centre bit, Countersunk, Auger bit
vice,
Hand vice Bench holdfast Drills: Hand drill, Breast drill

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 G5 G6 G7
Introduction to workroom
Storage of tools
First Aid Box

APPENDIX II - SCOPE and SQUENCE.

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The work bench
Marking tools
Holding tools
Material preparation
Joining materials Joining materials - Rivets, gluing Basic methods of joining - Butt, Lap, Screws
Applying common finishes
Building materials Construction - basic tools, simple structure
Inventions in Technology - factors that led Basic stages in design process Artifact production with portfolio
to inventions
Use of stencil
Construction of basic angles Polygons Introduction to orthographic drawing
Isometric drawing Basic building drawing
Electricity safety and hydro electricity. Construction of simple circuits Use a simple circuits
Costing and Pricing Entrepreneurship as a career Formation of small Entrepreneurial groups
Record keeping

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