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TECHNOLOGY AND DESIGN SYLLABUS

FOREWORD
CONTENTS This four-year syllabus for Technology and Design is one of the 20
subjects of the Lower Secondary School Curriculum. The syllabus
for Technology and Design builds upon concepts, skills, attitudes
Foreword 1 and values developed at primary school level, which provide a
Acknowledgement 2 firm foundation for further learning in the disciplines of Fine Arts,
Technology and Design. The syllabus meets the specific needs
Introduction 3 of the higher-achieving minority of learners who will go on to
Background to the New Curriculum 3 study these disciplines at a higher level. Learners can achieve the
Key changes 5 Learning Outcomes within specific topics at levels
commensurate with their abilities.
The New Curriculum Technology and Design contributes to the development of
- Key learning outcomes 7 knowledge, understanding, skills, attitudes and values that
- Values 7 learners require to competitively survive in society. It develops a
learner’s self-esteem, stimulates his/her creative thinking,
- Generic Skills 8 thereby contributing to creativity enhancement in society. It
- Generic Skills within Technology and Design 9 helps learners to become active citizens of the communities in
- Cross cutting Issues 9 which they live and work. Learners become aware of the
interdependence between Uganda and other countries as a
- The Technology and Design Syllabus 11 result of globalisation.
- Time allocation 11
- Rationale 11 Technology and Design inculcates in the learner, research
- Teaching and learning Technology and Design 11 tendencies across a range of technological contexts. The use of
appropriate traditional and modern technologies will improve
scientific appreciation of the principles underlying the
Programme planner 12 technological concept. Learners will therefore develop skills and
Detailed Syllabus for Technology and Design 14 techniques in problem solving and in particular, the ability to
design solutions and apply technological knowledge and skills in
Assessing Technology and Design 38 solving problems
- Examinations 39
- Formative assessment 39 The teachers of Technology and Design are required to shape the
- How do we find the opportunity to make learning experiences to cater for the needs and interests of all
learners. Good learner textbooks will greatly assist teachers in
formative assessment 40 achieving this. The Learning Outcomes give learners
- Generic Skills 41 opportunities to develop understanding and skills within topics
- Attitudes 41 in the four-year study.
- Record Keeping 41 I therefore endorse this Syllabus as the official document for the
teaching and learning of Technology and Design at the Lower
Glossary of Key terms 43 Secondary School level throughout the country.

Hon. Janet K. Museveni

The First Lady and Minister for Education and Sports

© National Curriculum Development Centre, Uganda, 2019

Published by National Curriculum Development Centre,
P.O. Box 7002, Kampala
ISBN: 978-9970-00-127-9

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, transmitted in any form or by any means; electronic,
mechanical, photocopying, recording or otherwise without the prior writ-
ten permission of NCDC.
Website: [Link]

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 THE LOWER SECONDARY CURRICULUM

ACKNOWLEDGEMENT
National Curriculum Development Centre (NCDC) would like to
express its appreciation to all those who worked tirelessly
towards the production of this Lower Secondary Syllabus.

Our gratitude goes to the Ministry of Education and Sports

(MoES), for overseeing the development of the syllabus and
taking timely decisions whenever necessary. They have worked
as a team with NCDC to produce this syllabus. Their decisions
have been invaluable in getting this work completed as required.
Our thanks also go to our partners in education who provided
the necessary guidance.

We would also like to thank the members of the public who

made helpful contribution towards shaping this syllabus. Their
efforts are invaluable towards having this syllabus implemented
in the schools and for improved quality of education in Uganda.

The Centre is indebted to the learners, teachers and consultants

from Cambridge Education and Curriculum Foundation UK,
who worked with NCDC specialists. Great thanks go to members
of Technology and Design Working Group who worked tirelessly
to put together the necessary facts and guidance in producing
this syllabus.

Furthermore, NCDC would like to thank the World Bank for the
initial technical support and the Government of Uganda for
funding the rest of the processes up to implementation of the
Lower Secondary Curriculum Review.

Last but not least, NCDC would like to acknowledge all those
behind the scenes who formed part of the team that worked
hard to finalise the work on this syllabus.
NCDC takes responsibility for any shortcomings that might be
identified in this publication and welcomes suggestions for
effectively addressing the inadequacies. Such comments and
suggestions may be communicated to NCDC through P. O. Box
7002 Kampala or email admin@[Link] or through our Contact
Us page on our website at [Link].

Grace K. Baguma
Director,
National Curriculum Development Centre.

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INTRODUCTION • Enabling individuals to develop basic scientific,

technological, technical, agricultural and commercial skills
The UNESCO Education Strategy (2014 – 2021) advocates for a required for self-employment;
humanistic and holistic vision of education as a fundamental
• Enabling individuals to develop personal skills of problem
human right that is essential to personal and socio-economic
development. UNESCO further recommends, societies that are • Enabling individuals to develop personal skills of problem
just, peaceful and sustainable by 2030. The Uganda Vision 2040 solving, information gathering and interpretation,
aims to transform Uganda into a modern and prosperous independent reading and writing, self-improvement
country, while the NDP recognises the existing weaknesses in through learning and development of social, physical and
education, including the low efficiency and variable quality at leadership skills such as are obtained through games,
the secondary level. The Sustainable Development Goal 4 sports, societies and clubs;
advocates for equitable and quality education, while the • Laying the foundation for further education;
National Development Plan II focuses on enhancement of • Enabling the individual to apply acquired skills in solving
human capital, development, strengthening mechanisms for problems of community, and to develop a strong sense of
quality, effective efficient service delivery and improvement of constructive and beneficial belonging to that community;
quality and relevance of skills development. The NRM Manifesto
• Instilling positive attitudes towards productive work.
(2016-2021), emphasises continuous assessment examination
systems, strengthening soft skills, which promote self-esteem,
conscientiousness and a generally positive attitude to work,
promoting e-learning and computer literacy in order to enhance
BACKGROUND TO THE NEW
learning outcomes. All these are lacking and where they exist it
is at a minimum level.
CURRICULUM
The review was based on the Education Sector Strategic Plan
In alignment with the above, the Education and Sports Sector (ESSP), 2009 – 2018) which set out strategies to improve the
Strategic plan (2017/20) advocates for delivery of equitable, quality and relevance of secondary education. The ESSP’s sub
relevant and quality education for all. The current secondary objective 2.2 was to ensure that “Post-primary students [are]
school curriculum of Uganda, although highly regarded by prepared to enter the workforce and higher education”. This is
some, is focused on the needs of a tiny academically oriented also in line with the current strategic plan of 2017-2020. To
elite yet the needs of the majority of learners need to be the achieve this objective, one of the Ministry’s strategies was to
focus. The Ministry of Education and Sports (MoES) through the revise the curriculum and improve instruction and assessment
National Curriculum Development Centre (NCDC) therefore, by eliminating the short comings in the current curriculum.
undertook a review of the Lower Secondary Curriculum, aimed
at providing a learning environment, opportunities, interactions, The review focused on: producing a secondary school graduate
tasks and instructions that foster deep learning by putting the who has the competences that are required in the 21st century;
learner at the centre of the learning experience. This is in line promoting values and attitudes; effective learning and
with aims of secondary education in Uganda as provided for in acquisition of skills in order to reduce unemployment among
the Government White Paper on Education (1992) as outlined school graduates.
below:
The review also aimed at reducing the content overload and
The aims of secondary education in Uganda are: contact hours in the classroom so as to create time for: research
• Instilling and promoting national unity, an understanding of and project work; talent development and creativity; allowing
the social and civic responsibilities; for emerging fields of knowledge across all subjects and doing
• Promoting an appreciation and understanding of the away with obsolete information. There was a need to address
cultural heritage of Uganda including its languages; the social and economic needs of the country like the mining
• Imparting and promoting a sense of self discipline, ethical sector, tourism, services provision, science and technology
and spiritual values, personal and collective responsibility development and to ensure rigorous career guidance
and initiative; programme to expose learners to the related subjects. This will
• Enabling individuals to acquire and develop knowledge enable learners to make informed choices as they transit and to
and an understanding of emerging needs of society and equip them with knowledge and skills that will enhance their
the economy; competitiveness in the global value chain.
• Providing up-to-date and comprehensive knowledge in
theoretical and practical aspects of innovative production,
modern management methods in the field of commerce
and industry and their application in the context of
socioeconomic development of Uganda;

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TECHNOLOGY AND DESIGN SYLLABUS

To meet these requirements, the review is based on:

• The development of a holistic education for personal and

national development based on clear shared values
• A commitment to higher standards, deeper understanding
and greater opportunities for learners to succeed
• A focus on the key skills that are essential to work, to learning,
and to life, and which will promote life-long learning
• An integrated approach that will develop the ability to
apply learning in practical situations.

The ESSP further outlines what the review implies:

“This reform will necessitate a sweeping revision of the

general secondary curriculum, away from strictly
academic learning objectives that are thought to prepare
students for erudite higher education and towards a set of
competencies that serve both those who continue their
education after Senior 4 and those who choose to enter
the workforce. The new curriculum will enable learners to
acquire specific vocational skills that they can use once
they enter the world of work. The new curriculum will help
learners make informed decisions as citizens and family
members, and it will give those who continue with their
education, either immediately in S5 or later in life, the
learning skills they need to think critically and study
efficiently.”

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KEY CHANGES IN THE CURRICULUM

The key change in the new curriculum is a move from a This approach to teaching and learning is in support of the
knowledge-based curriculum to a competence and skill- Sustainable Development Goals (SDG’s), otherwise known as
based curriculum. It is no longer sufficient to accumulate large the Global Goals. These are a universal call to action to end
amounts of knowledge. Young people need to develop the poverty, protect the planet and ensure that all people enjoy
ability to apply their learning with confidence in a range of peace and prosperity. The key changes in the curriculum will
situations. They need to be able to use knowledge creatively. ensure that Uganda is making good progress towards SDG 4 in
A level of competence is the ability to use knowledge rather particular which aims to ensure equitable quality education
than just to acquire it. This requires an active, learner-centred and promote lifelong learning opportunities for all.
rather than passive, teacher-centred approach.
The change can be summarised in the following diagrams.

THE KNOWLEDGE-BASED CURRICULUM

Knowledge-based teaching was based on transferring knowledge from the teacher to the students. The teacher had
knowledge and transferred this knowledge to the students by lecturing, talking, asking them to read the text book or writing
notes on the board for the students to copy and learn. Students acquired the knowledge, often without fully understanding it, and
were tested at the end of a topic, term or school course to see if they had remembered it. The knowledge was based mainly on the
knowledge in the subjects traditionally taught at university, and little attempt was made to make it relevant to young people’s
own lives. The whole education system was seen by many people as a preparation for University, but the vast majority of learners
never reach university. This curriculum caters for this majority as well as those who later go on to university.

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THE COMPETENCE BASED CURRICULUM

In the competence-based approach, the “student” becomes a “learner”. The Learning Outcomes can only be achieved through
active engagement in the learning process rather than simply absorbing knowledge given by the teacher.
The teacher needs to build on the learners’ own knowledge and experience and create Learning Activities through which
learners can explore the meaning of what is being learned and understand how it is applied in practical situations.
Teaching and learning becomes a two-way process of dialogue between the teacher and learners. Learners also learn from
each other through discussion. Assessment also becomes a two-way process of formative assessment; not just to give grades
but to find out problems the learners may be having and help to solve them.

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THE NEW CURRICULUM

This curriculum focuses on four “Key Learning Outcomes” of: At the heart of every subject there are generic skills that allow
self – assured individuals; responsible and patriotic citizens; development into life-long learners. Besides, there are also
lifelong learners; positive contributors to society. cross cutting challenges that are embedded across subjects
The curriculum emphasises knowledge, application and to enable learners understand the connections between the
behavioural change. It is based on a clear set of values which subjects and complexities of life.
must be imparted to learners during the learning process.

Key Learning Outcomes

This curriculum sets out ‘Key Learning Outcomes’ that sum up Positive contributors to society who:
the expectations of the curriculum as a whole, and set out
• Have acquired and can apply the Generic Skills
clearly the qualities that young people will develop.
• Demonstrate knowledge and understanding of the
By the end of the educational process, young people will become:
emerging needs of society and the economy
Self-assured individuals who: • Understand how to design, make and critically evaluate
• Demonstrate self- motivation, self-management and self- products and processes to address needs
esteem • Appreciate the physical, biological and technological
• Know their own preferences, strengths and limitations world and make informed decisions about sustainable
development and its impact on people and the
• Adjust their behaviour and language appropriately to environment.
different social situations
• Relate well to a range of personality types Values
Responsible and patriotic citizens who: This curriculum is based on a clear set of values. These values
• Cherish the values promoted in the curriculum underpin the whole curriculum and the work of schools. They
are also the values on which learners need to base their lives
• Promote equity, the development of indigenous cultures as citizens of Uganda. The values are derived from The
and languages and appreciate other people’s cultures Uganda National Ethics and Values Policy of 2013. They are:
• Apply environmental and health awareness when • Respect for humanity and environment
making decisions for themselves and their community • Honesty; uphold and defend the truth at all times
• Are positive in their own identity as individuals and global • Justice and fairness in dealing with others
citizens • Hard work for self-reliance
• Integrity; moral uprightness and sound character
• Are motivated to contribute to the well-being of
• Creativity and innovativeness
themselves, their community and the nation
• Social Responsibility
• Social Harmony
Lifelong learners who:
• National Unity
• Can plan, reflect and direct their own learning • National Consciousness and patriotism
• Actively seek lifelong learning opportunities for These values are not taught directly in lessons, nor will they be
personal and professional development assessed, but they will inform and shape all teaching and learning.

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Generic Skills Communication

The generic skills lie at the heart of every subject. They are the • Listen attentively and with comprehension
skills that enable the learner to access and deepen learning
• Talk confidently and explain ideas/opinions clearly
across the whole curriculum. They are the same skills that are
sought by employers and which will unlock the world of • Read accurately and fluently
work. They are the skills that allow young people to develop • Write and present coherently
into lifelong learners who can adapt to change and cope with
the challenges of life in the 21st Century. • Use a range of media to communicate ideas
Young people need to be able to think critically and solve
problems, both at school and at work. They need to be
creative and innovative in their approach to learning and life.
Co-operation and Self-Directed Learning
They need to be able to communicate well in all forms, co-
operate with others and also work independently. They need • Work effectively in diverse teams
to be able to use functional mathematics and ICT effectively.
• Interact effectively with others
The details of the generic skills are:
• Take responsibility for own learning

Critical thinking and problem-solving • Work independently with persistence

• Plan and carry out investigations • Manage goals and time

• Sort and analyse information

• Identify problems and ways forward
Mathematical computation and ICT Proficiency
• Predict outcomes and make reasoned decisions
• Use numbers and measurements accurately
• Evaluate different solutions
• Interpret and interrogate mathematical data
• Use mathematics to justify and support decisions
Creativity and innovation • Use technology to create, manipulate and process
information
• Use imaginations to explore possibilities
• Use technology to collaborate, communicate and
• Work with others to generate ideas
refine their work
• Suggest and develop new solutions
• Try out innovative alternatives
• Look for patterns and make generalisations

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GENERIC SKILLS WITHIN TECHNOLOGY AND DESIGN

These skills are not separate subjects in themselves; they are The subjects also provide the contexts for progression within
developed within the subjects of the curriculum. They also the skills. The same skill definitions apply to all year groups, and
help learning within those subjects. It is when these generic skills progression is provided by the increasing complexity of
skills are deployed that learning is most effective. the subject matter within each subject. For example, within
‘critical thinking’, learners begin thinking critically about the
The generic skills are a key part of the new curriculum. They
relatively simple subject matter in Senior 1 and then progress to
have been built into the syllabuses for each of the Subjects,
thinking about the much more complex matters in Senior 4.
and these Subjects provide the context for the skill
development. Chemistry provides a rich context for learners Thus, the progression is in the increasing complexity of the
to communicate, co-operate, and to think critically about matters being thought about.
how the world works and to understand the world from a
scientific point of view.

Cross-cutting Issues
There are some issues that young people need to learn about, but • Mixed abilities and involvement
which are not confined to one Subject. These are the ‘Cross-cutting • Socio-economic challenges
Issues’ and they need to be studied across the subjects. These issues • Citizenship and patriotism
develop learners’ understanding of the connections between the
(For details on cross-cutting issues, refer to the Curriculum
Subjects, and so of the complexities of life.
Framework document, page 11).
These have been built into the syllabuses of each Subject. The
The Cross-cutting issues identified in the curriculum are:
way in which they operate within the Subject is very similar to
• Environmental awareness the generic skills.
• Health awareness
• Life skills

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ICT Integration
ICT is embedded as a learning/teaching tool across all subjects. ICT integration framework is summarised below and cuts across for
all the subjects on the curriculum.

ICT APPLICATION (HOW ICT WILL BE INTEGRATED

CATEGORY OF A TASK IN THE SYLLABUS
FOR THE TASK CATEGORY)
Field works Use of cameras to take photos and record videos
Presentations in class Use presentation application
Key words and meanings Use online dictionary or search online
Drawing/graphics Use publishing software, Word processor
Role play, narrations Use audio and video recordings
Demonstrations Use audio and video recordings and simulations
Locating and putting marks on an area Use digital/online mapping
Present findings in graphic and written format Use desktop publishing software or word processor
Showing data charts Use spreadsheet software
Group discussions Mind-mapping software
Search for extra reading materials Download files on Internet or by sharing
Writing equations and formulas Use equation editors
Using the Internet and other academic applications like
Carrying out academic research
“Encarta”, “Britannica” etc.
Forming learning networks, formation of blogs, social media,
Sharing or learning with people across the world
emails etc.

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THE TECHNOLOGY AND DESIGN

SYLLABUS

Technology and Design is an elective subject at this level.

Time allocation
TECHNOLOGY S1 and 2 S3 and 4
AND DESIGN
2 periods a week 4 periods a week

Rationale
Through design and technologies, learners plan and manage
In an increasingly technological and complex world, it is
projects from conception to realisation. They apply design
important learners develop knowledge and confidence to
and systems thinking and design process to investigate ideas,
critically analyse and respond creatively to design
challenges. Technologies can play a crucial role in both generate and refine them, plan and manage, produce and
enriching and transforming societies and in the evaluate designed solutions. They develop a sense of pride,
management of natural and constructed environments. satisfaction and enjoyment from their ability to create
innovatively designed solutions.
In the design and technologies curriculum, learners create
quality-designed solutions across a range of technological Through the practical application of technologies, learners
contexts. Learners consider the economic, environmental develop dexterity and coordination. The curriculum offers
and social impacts of technological change, and how the learners a broad range of learning experiences readily
choice and use of technologies may contribute to a transferable to their home, life, leisure activities, the wider
sustainable future. Learners also take into account the community, and to work.
ethical, legal, aesthetic and functional factors that inform
the design processes.

Teaching and Learning Technology and Design

problems to the learners. This makes them think about their
The thrust of the new syllabuses is experiential and towards
own ideas and experiences as well as adding new knowledge
deeper understanding and the development of skills. The focus in
and skills to it.
Technology and Design is on the development of the ability to
use technology to explore the world around them and to Learners need to interact with real situations inside and
communicate in the wide range of ways that the technology outside the classroom. They need to look at pictures or
makes available. It is a practical subject where learners need to diagrams, examine statistics, or read texts from a range of
use the technology, not just be told about it. sources. They need to find out knowledge and ideas for
themselves. They should then be expected to express these in
This syllabus provides learners with a wide range of contexts in their own words, not those of the teacher, and so
which to develop this understanding, and these contexts are demonstrate that they have understood what they have
designed to engage the interest of the learner and to provide learnt.
opportunities to build life-related knowledge, experience and
In this approach, learners are encouraged to:
skills. Teachers are encouraged to go beyond the textbooks and
provide as many meaningful contexts as possible. The generic • Be responsible for their own learning
skills have been integrated throughout the curriculum and can • Think for themselves and form their own ideas
only be acquired through active approaches. and opinions
• Become critical thinkers, ready to face new challenges
The role of the teacher is to build on learners’ existing
and situations for themselves
knowledge and experience, but to extend that by posing

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THE TECHNOLOGY AND DESIGN PROGRAMME PLANNER

DURATION
SENIOR 1
THEME TOPIC (NUMBER OF
PERIODS)
1: Introduction to design 10
Design Application
Term 1 2: The design process 10
Design and Drawing 3: Introduction to drawing 4
4: Basic shapes 10
Design and drawing
Term 2 5: Tangents to circles 10
Technology in the making 6: Health, safety, security and environment 4
7: Tools 8
Term 3 Technology in the Making 8: Materials 8
9: Making Processes 8
Total 72

DURATION
SENIOR 2
THEME TOPIC (NUMBER OF
PERIODS)
10: Enlargement and reproduction 8
Term 1 Design and Drawing 11: Transformation 8
12: Pictorial drawing 8
Design and drawing 13: Orthographic projections 12
Term 2
Technology in the making 14: Mechanical systems 12
15: Tools 12
Term 3 Technology in the Making
16: Engineering materials 12
Total 72

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DURATION
SENIOR 3
THEME TOPIC (NUMBER OF
PERIODS)
17: Loci 24
Term 1 Design and Drawing
18: Plain and diagonal scales 24
19: Further orthographic projections 12
Design and Drawing 20: Building drawing 12
Term 2
21: Mechanical drawing 12
Technology in the Making 22: Material preservation and protection 12
23: Making processes 12
24: Materials Joining 12
Term 3 Technology in the Making
25: Renewable Energy 12
26: Maintenance of simple machines 12
Total 144

DURATION
SENIOR 4
THEME TOPIC (NUMBER OF
PERIODS)
27: Sectioning 24
Term 1 Design and Drawing
28: Surface development of solids 24
29: Electricity and electronics 16
Term 2 Technology in the making 30: Construction practice 16
31: Electronics 16
Term 3 Technology in the making 32: Maintenance and repair of simple machines 40
Total 136

The syllabus details for all subjects are set out in three columns:

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT ACTIVITIES

The knowledge, understanding or skills The sort of learning activities that

expected to be learned by the end of include the generic skills and that will Opportunities for assessment within
the topic help learners achieve the Learning the learning
Outcomes.

Teachers should base their lesson plans on the Learning Outcomes using the Suggested Learning Activities as a guide. These are
not the only possible learning activities, and teachers are encouraged to extend these and devise their own that are appropriate
to the needs of their class.

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DETAILED SYLLABUS FOR TECHNOLOGY AND DESIGN

SENIOR 1: TERM 1 Theme: Design Application

TOPIC 1: INTRODUCTION TO DESIGN 10 PERIODS
Competency: The learner understands basic design concepts and how they apply in daily life.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, or collaboratively as a class, • Listen as the class, groups and pairs
a) develop appreciation of function in the learners discuss the design aspect of the discuss the activities, and ask probing
design world (k) immediate environment. In pairs, create questions to promote critical thinking and
a chart relating design features noted to avoid misconceptions.
b) use basic elements and principles of their functions.
design (k, u) • Observe as learners interact in groups
• In groups, learners discuss and appreciate and pairs, intervening to ensure all
c) demonstrate awareness of environmental the role of design elements (lines, shapes, participate and make progress in terms of
considerations related to sustainable colour, and texture) in relation to design knowledge, understanding and skills.
material use, production methods and needs. Identify and describe the materials
after-use disposal (k, u, s) • Evaluate learning through assessment of
(wood, metal, plastics, and clay), their products: charts, feedback to the class,
sources and the reasons for their use. visual aids, and reports.
Share conclusions with the class.
• In pairs, learners research the meaning
of the elements and principles of design
and produce a visual aid explaining
the importance of each. The visual aid
produced should demonstrate that
learners have taken good account of both
elements and principles in their work.
• As a class, learners discuss sustainability
of materials, and the societal and cultural
influences on design, including a focus
on environmentally safe practices of
design and after-use disposal. Individuals
complete reports on key points.

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SENIOR 1: TERM Theme: Design Application

TOPIC 2: THE DESIGN PROCESS 10 PERIODS
Competency: The learner understands the needs of the community in relation to design and the correct use of tools and materials.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs or groups, learners define and • Listen to learners as they carry out
a) understand the community’s needs report on a need by gathering relevant activities, prompting as necessary
regarding the design of a particular information/conducting research to ensure all make progress towards
resource/facility (e.g. bus shelter, library, regarding the design needs in relation to achievement of learning outcomes.
water station, market, recycling centre). a resource/facility for the community. • Observing learners involved in pair and
(k, u) • In pairs, learners consider the needs of the group work, offering advice and guidance
b) make appropriate design decisions (k, u, s) community and factors that affect design, to avoid misconceptions and to ensure all
and then write a design brief/specification gain necessary design skills.
c) use exploration/experimentation, for their chosen community resource
reflection and revision when producing a • Evaluate learning through quality of
facility. products: reports on community need;
variety of models or mock-ups (k, u, s)
• In groups, learners: design briefs/specifications; the design
briefs; feedback to class; reports on
- generate a variety of ideas based on materials; models/mock ups and reports
design briefs
on them.
- use notes, thumbnail freehand sketches
and scaled drawings to communicate
design ideas
- reflect on the suitability of ideas by
considering the design factors
- revise their plans on the basis of peer
assessment
- feed back to the class on the process
and lessons learned
• In pairs, learners investigate, select and
report on the materials to use in making
a model of their design. (Reports should
focus on the suitability of materials for the
model and the materials that would be
suitable for the real thing).
• In pairs, learners make and evaluate
models or mock-ups and produce a
report evaluating their models against
design specifications.
• In pairs, learners identify and report on
ways they could improve their models.
• In pairs, learners use models or mock-ups
to test ideas.

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SENIOR 1: TERM 1 Theme: Design and Drawing

TOPIC 3: INTRODUCTION TO DRAWING 4 PERIODS
Competency: The learner understands the basic engineering design equipment and skills in using them.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm and • Observe learners’ use of equipment while
a. use basic drawing equipment and research engineering drawing equipment laying out the paper, drawing lines and
properly lay out drawing paper (k, s) and techniques for its use. angles. Intervene to ensure all individuals
• Individually, learners observe good understand and develop their skills.
b. use lines to construct primary and
secondary angles (k, s) practice in laying out drawing paper and • Listen to learners’ discussions, asking
drawing different lines, and then practise questions to ensure learning outcomes
to develop their own skills. are achieved.
• In groups, learners discuss the • Evaluate the quality of learning through
different types of angles e.g. primary the precision displayed in the lines drawn
and secondary, acute, obtuse, reflex, and angles constructed.
complementary and supplementary
angles and individuals practise drawing
them.

SENIOR 1: TERM 2 Theme: Design and Drawing

TOPIC 4: BASIC SHAPES 10 PERIODS
Competency: The learner understands the shapes used in design.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm and • Observe learners as they construct the
a. appreciate common shapes and their research the common shapes used in shapes used in design.
features as used in design (k, u, v) design and their features. • Listen to learners communicating and
b. construct different shapes used in design • In pairs, learners practise drawing the discussing the common shapes used in
(k, s) shapes used in design e.g. triangles, design with their peers.
circles, quadrilaterals, polygons etc. • Critique the precision exhibited in the
c. make models/mock-ups of shapes used in
design (k, s, u) • In groups or individually, learners drawings and models/mock-ups made.
make models of shapes using available
materials.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 2 Theme: Design and Drawing

TOPIC 5: TANGENTS TO CIRCLES 10 PERIODS
Competency: The learner identifies, constructs and applies tangents in design and drawing.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY
The learner should be able to:
a. identify tangents used in design (k) • In groups, learners brainstorm/research • Observe learners as they construct the
tangents used in design. tangents used in design and make
• Individually, learners practise the models.
b. construct different tangents (k, s)
construction of tangents used in design, • Listen as learners discuss and explain
e.g. common external and internal tangents in design and their applications
c. make models / mock-ups to show how tangents. to their groups.
tangents are applied in design in day-to-
• In pairs, learners make models showing • Assess products: drawings of tangents
day life (k, s, u)
the application of tangents in design e.g. and models/mock-ups of applications.
pulleys, conveyors

SENIOR 1: TERM 2 Theme 3: Technology in the Making

TOPIC 6: HEALTH, SAFETY, SECURITY AND ENVIRONMENT 4 PERIODS
Competency: The learner applies health and safety rules, respect for the environment, while making a product in a workplace.

LEARNING OUTCOMES SAMPLE ASSESSMENT

SUGGESTED LEARNING ACTIVITIES STRATEGY
The learner should be able to: • Individually or in groups, learners practise the correct • Observe learners engaged in
a. demonstrate an understanding of use of tools and machines in the making of a design activities, intervening to
health and safety practices associated (e.g. a toolrack). ensure safe and responsible
with the use of materials, tools, and • In pairs, learners sketch a human figure, annotating it to practice: wearing protective
machines in design (k, u, s) show areas that need protection whileworking. gear while working, proper
handling of machines and
b. demonstrate an understanding of how • In pairs, learners name the gadgets and tools required
tools to avoid accidents,
to give first aid in relation to accidents in a workshop and the
maintenance of a safe
affecting different parts of the body risks associated with each, detailing their conclusions in
working environment,
(k, u, s) a report. Learners practise the proper use of protective
responsible disposal of
c. demonstrate an understanding of wear when using the gadgets/tools.
materials.
how the production of design works can • In pairs, learners research and participate in a
• Listen to discussions and ask
affect the environment and apply demonstration of how first aid is applied when an
questions to ensure all
environmentally responsible practices (k, accident occurs.
understand and achieve
u, s) • In pairs, learners produce a chart describing the proper, learning outcomes.
d. demonstrate the understanding of safe use of materials in the environment and apply
• Evaluate learning through the
security of materials, tools and safety rules/regulations while working.
quality of products: annotated
equipment. • In all activities, learners demonstrate disposal of used diagrams; reports; first-aid
materials in environmentally responsible ways (e.g. re- demonstrations; charts.
use or recycling of materials where possible).
• Observe learners as they
• Individually or in groups, learners demonstrate on how demonstrate how to ensure
to ensure security of tools, equipment and materials. security of tools, equipment
and materials.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 1: TERM 3 Theme: Technology in the Making

TOPIC 7: TOOLS 8 PERIODS
Competency: The learner uses measuring design tools accurately and maintains common marking-outs.
.
LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Individually or in pairs, learners • Observe learners carrying out activities
a. demonstrate proper use and maintenance investigate, identify and practise the and evaluate the ability of learners to
of tools used for marking out. (k, u) proper, accurate use of marking-out tools apply the marking-out tools correctly
(e.g. scriber tools for metals, marking in design activity, offering guidance to
b. Demonstrate accuracy while using gauge for woodwork, and permanent improve skills and understanding.
measuring tools. (k, s) pens for plastics), presenting examples to • Listen as learners discuss the appropriate
the teacher for assessment. use of tools to mark out the design,
• In pairs, learners practise and report on ask probing questions to steer learners
how to maintain: towards learning outcomes.
• measuring tools (e.g. care of rules, tape • Evaluate the quality of marking out on
measures, calipers) wood, metal and plastic; reports on care
• marking out tools (e.g. sharpening, of equipment.
tightening screws, prevention of drying out of
pens).

SENIOR 1: TERM 3 Theme: Technology in the Making

TOPIC 8: MATERIALS 8 PERIODS
Competency: The learner understands the nature of materials and designs materials correctly.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Individually or in groups, learners research • Observe learners selecting materials to
a) understand the nature and properties of the properties of different materials to be suit a given project and the techniques
common materials used in design (k, u) used in design (e.g. wood, clay, metal, and they use while undertaking the task,
plastics) and produce a chart showing offering guidance to help them improve.
b) use and manipulate common design why each is used in particular ways.
materials in design work (k, s, u) • Listen as learners discuss and present
• In pairs, learners practise using the their explanations and justifications of the
selected materials to make models while use of materials on their project, asking
exploring its working properties (e.g. steel questions to promote critical thinking and
is tough, wood can be hard or soft, clay is deepen learning.
brittle, and plastic is affected by heat) and • Evaluate products; charts, tables and
tabulate the findings. models.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 1: TERM 3 Theme: Technology in the Making

TOPIC 9: MAKING PROCESSES 8 PERIODS
Competency: The learner applies the design processes when making a product.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, learners measure and mark out • Observe learners marking out, measuring
a) demonstrate the correct use of tools and objects of various shapes and sizes. and making designs, offering advice
simple machines (k, u, s) • In pairs, learners follow a design and, as to ensure they do so accurately and
appropriate: correctly.
b) use and follow the procedure for making
a product from a specific design (k, u, s) • cut out the intended shape using a • Listen as learners discuss and ask
suitable cutting tool questions to steer them in improving
accuracy, selecting the correct tools,
• bend or fold to make the required shape
cutting out and making designs.
using suitable tools
• Evaluate the quality of practice in relation
• join and assemble the product using the
to each step in the process and the
appropriate method
finished article.

SENIOR 2: TERM 1 Theme: Design and Drawing

TOPIC 10: ENLARGEMENT AND REDUCTION 8 PERIODS
Competency: The learner understands the concept of scale in plotting and making objects of the same shape in varying sizes.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Individually or in pairs, learners draw • Observe as learners draw enlargements
a) demonstrate an understanding of scaling representations of a given shape to and reductions of shapes and make
with respect to shapes, size and space (k, illustrate the concepts of enlargement models, intervening to help learners
u) and reduction develop skills.
b) construct varying (scaling) sizes of the • In pairs, learners make models of shapes • Listen as learners discuss and develop
same shapes to ratio of area or sides to represent enlargement and reduction their techniques, asking questions to
(k, u, s) deepen learning.
• Evaluate learning through quality of
finished drawings and models.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 2: TERM 1 Theme: Design and Drawing

TOPIC 11: TRANSFORMATION 8 PERIODS
Competency: The learner represents objects in three dimensions (3D).

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, learners practise drawing a • Observe as learners draw and transform
a. construct varying shapes of the same area polygon and then transform it into a shapes, make shapes and offer guidance
(k, u, s) triangle, rectangle or square that has the to improve skills and learning.
same area as the original polygon. • Listen to learners’ discussions and ask
• In pairs, learners use any locally available questions to deepen and reinforce
materials to make cut-outs of varying learning.
shapes of the same area and produce a • Evaluate quality of drawings and cut-
report, including calculations that show outs of shapes of the same area.
the (same) area of the shapes.
• In groups, learners discuss the significance
of transformation to daily life activities
(e.g. shape of land/plots).

SENIOR 2: TERM 1 Theme: Design and Drawing

TOPIC 12: PICTORIAL DRAWING 8 PERIODS
Competency: The learner interprets and transforms three-dimensional (3D) objects into two-dimensional (2D) views.
(Orthographic Projection).

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners research and explain • Observe as learners make isometric/
a) use geometric principles to construct and report on the principles used in oblique drawings, models and sketches,
three-dimensional blocks (k, u, s) pictorial drawing. offering guidance to ensure that learning
• In pairs, learners apply the principles to outcomes are achieved.
b) appreciate the value of three –
dimensional (3D) drawings in daily draw full blocks, cut blocks and circular/ • Listen as learners discuss the principles
applications (k, u, v) curved blocks in both isometric and used in pictorial drawing and as they
oblique projection. apply them in practice, asking questions
• Individually or in small groups, learners to deepen learning.
make models of three-dimensional • Evaluate and inspect drawings, models
objects, using locally available materials. and sketches made by the learners.
• In pairs, learners make sketches of
simple objects (e.g. houses, boxes) to
demonstrate the application of three-
dimensionality.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 2 Theme: Design and Drawing

TOPIC 13: ORTHOGRAPHIC PROJECTIONS 12 PERIODS
Competency: The learner interprets and transforms three-dimensional (3D) objects into two-dimensional (2D) views. (Orthographic
Projection).

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners research, discuss and • Observe learners as they use the
a) use standard principles to make explain/report on the principles used in principles of projection and draw the
orthographic drawings of solid objects orthographic projection three views and interpret orthographic
( k, u, s) • In pairs, learners apply the principles of drawings, intervening to assist in skills
projection and draw different views of development.
b) understand the three–dimensional
drawing in daily applications (k, u) objects, including: • Listen to groups and pairs, asking probing
questions to promote critical thinking and
- front view
deepen learning.
- plan view • Evaluate learners’ progress from the
- end view quality of their reports, drawings and
interpretations.
• In pairs, learners use orthographic symbols
to interpret orthographic drawings.

SENIOR 2: TERM 2 Theme: Technology in the Making

TOPIC 14: MECHANICAL SYSTEMS 12 PERIODS
Competency: The learner identifies and models components/systems of simple machines.

LEARNING OUTCOMES SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • As a class, learners brainstorm, research • Observe learners as they carry out the
a) identify the different components of and report on the definition of a simple activities, intervening to ensure all are
simple machines (k, u, s) machine. engaged and making progress towards
• In groups, learners identify the different achievement of learning outcomes.
b) illustrate the different components of
simple machines and describe their components of simple machines such • Listen to class, group and pair discussions,
applications (k, u, s) as levers, pulleys, fasteners, gears, asking questions to encourage learners to
bicycles, producing a report listing the think deeply and develop their skills.
c) model components of simple machines components of each machine.
(k, u, s) • Evaluate learners’ progress from the
• In pairs, learners draw the different quality of their reports, component lists,
components of the simple machines, drawings and models.
annotating drawings to explain the
function of each component.
• In pairs, learners make models of simple
machines, measuring, marking and
cutting the different components before
joining the components to complete a
working model.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 2: TERM 3 Theme: Technology in the Making

TOPIC 15: TOOLS 12 PERIODS

Competency: The learner uses the different cutting, shaping and holding (clamping) tools and devices.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners discuss, research and • Observe as learners perform the activities,
a) apply different cutting tools appropriately identify the different cutting tools and intervening to help learners develop skills
(k, s) their features and applications. and safe practice.
b) use the holding (clamping) tools and • Individuals produce an illustrated report • Listen as learners discuss and develop
devices to correctly secure materials on the applications of the different their techniques, asking questions to
(k, u, s) cutting tools. deepen learning and to steer them
• In groups, learners select and use cutting towards desired outcomes.
c) use shaping tools correctly (k, s, u)
tools appropriately in practical situations. • Evaluate learning through quality of
• In groups, learners discuss, research products: reports on tools and their uses;
and identify the different holding practical products.
tools/devices and their features and
applications.
• Individuals produce an illustrated report
on the applications of the different
holding tools/devices.
• In groups, learners select and use holding
tools/devices appropriately in practical
situations.
• In groups, learners discuss, research and
brainstorm the different classifications
and types of shaping tools. (shaping by:
cutting, forming, molding and casting.)
• In pairs, learners discuss and illustrate the
features and applications of the different
shaping tools and practise shaping of
various materials, using the different tools.
• In pairs, learners research and report on
safe and proper maintenance of cutting
tools, holding tools/devices and shaping
tools.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 2: TERM 3 Theme: Technology in the Making

TOPIC 16: ENGINEERING MATERIALS 12 PERIODS
Competency: The learner selects and appropriately uses engineering materials.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm and research • Observe as learners engage in activities,
d) classify engineering materials correctly the meaning of engineering materials. intervening to help learners develop their
and identify their properties (k, u) • In pairs, learners produce a report knowledge, understanding and skills.
e) use engineering materials appropriately classifying engineering materials and • Listen as learners discuss their ideas and
(k, u, s) describing their properties. ask probing questions to promote critical
• Working in pairs, learners investigate and thinking and deepen learning.
collect samples of engineering materials • Evaluate learning through quality of
from the local area and classify them, products: reports on materials/properties;
reporting verbally or in writing on their material classifications; material sorting
conclusions. exercise.
• In groups, learners sort materials according
to their possible engineering applications,
e.g. library book racks, dining benches,
cooking stove, food/drink containers,
electrical insulators, water pipes, cables, etc.,
presenting their conclusions to the class.

SENIOR 3: TERM 1 Theme: Design and Drawing

TOPIC 17: LOCI 24 PERIODS
Competency: The learner constructs and applies different loci in the design of curved products.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners observe demonstrations • Observe as learners construct different
a) understand the concept and applications of loci and research applications of various loci to support skill development and to
of loci (k, u) loci, presenting their conclusions to the ensure all make progress.
class. • Listen to group & pair discussions and
b) construct various loci: ellipse, parabola,
hyperbola, simple mechanisms (k, u, s) • In pairs, learners construct different loci. intervene to correct misconceptions and
• In pairs, learners distinguish different loci accelerate learning.
and their applications (e.g. ellipse in the • Evaluate products: loci constructed;
objects such as swimming pool, rackets, models of applications of various loci
parabolic reflectors, hyperboloidal gears &
cooling towers).
• In pairs, learners make simplified models of
applications of various loci

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 3: TERM 1 Theme: Design and Drawing

TOPIC 18: PLAIN AND DIAGONAL SCALES 24 PERIODS
Competency: The learner distinguishes and applies scales.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, learners determine the • Observe learners calculating
a) apply knowledge of scale and proportions representative fraction of a plain and representative fractions, constructing
in area representations (k, u, s) diagonal scale, and then construct plain plain and diagonal scales and making
and diagonal scales. working drawings, offering guidance to
• In pairs, learners use plain and diagonal deepen learning.
scales to make working drawings. • Listen as learners discuss their
understanding and how to perform these
tasks, intervening to help them achieve
learning outcomes.
• Evaluate quality of learning through
products: representative fraction
calculations, scale

SENIOR 3: TERM 2 Theme: Design and Drawing

TOPIC 19: FURTHER ORTHOGRAPHIC PROJECTIONS 12 PERIODS
Competency: The learner applies first and third angle orthographic projection in the production of working drawings.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners research, discuss and • Listen as learners explain the principles
a. make representations of objects using demonstrate to the class, the principles used in first and third angle orthographic
different projections (k, u, s) used in first and third angle orthographic projection and deliver presentations
projection. to the class, offering guidance to aid
• In pairs, learners draw orthographic learning.
drawings of full blocks, cut blocks, circular/ • Observe learners making third angle
curved blocks in first and third angles. orthographic drawings of full blocks,
• Individually or in pairs, learners convert cut blocks, circular/curved blocks and
orthographic views into pictorial views. converting orthographic to pictorial
views, intervening to improve skill
• In pairs, learners produce a presentation
development.
illustrating differences between and the
value of first and third angle orthographic • Evaluate products: demonstrations,
projection. drawings, conversions, presentations.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Design and Drawing

TOPIC 20: BUILDING DRAWING 12 PERIODS
Competency: The learner interprets, draws and makes models of simple buildings.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners research and • Observe as learners engage in the
demonstrate use of conventions and activities, offering guidance to ensure
a. demonstrate knowledge of the
symbols in building drawing. that all develop skills and make progress
construction of simple structures (models)
• In pairs or groups, learners brainstorm towards learning outcomes.
using symbols and conventions (k, u, s)
and research the types of scales used in • Listen as learners discuss the activities and
b. use scales in building drawings (k, u. s)
building drawing. their learning, asking probing questions
c. make models of simple buildings/houses to deepen understanding and ensure
• In groups, learners apply their
(k, s) misconceptions are avoided.
understanding of scales in building
drawings. • Evaluate the quality of products:
• In pairs, learners design and draw simple explanations of symbols, conventions and
building plans and then in groups discuss scales; drawings and peer evaluations;
and evaluate each other’s designs. different views and scale models.
• In pairs, learners design different types of
houses/buildings and include elevations,
plan views, sectional views and pictorial
views.
• In small groups, learners make scale
models of simple houses/buildings using
locally available materials.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 3: TERM 2 Theme: Design and Drawing

TOPIC 21: MECHANICAL DRAWING 12 PERIODS
Competency: The learner uses the different features and conventions to interpret and produces mechanical engineering assembly
drawings and models.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, learners practise drawing paper • Observe learners carrying out the
a. use conventions and features in layouts, illustrating conventions and activities, offering guidance and support
mechanical engineering assembly features used in mechanical engineering to ensure all understand and develop
drawings (k, u) assembly drawings. required skills.
b. make models of some simple mechanical • In pairs, learners make sketches of machine • Listen as learners discuss principles and
components (k, s, u) parts e.g. fastening devices, shafts, bushes, techniques, intervening to ensure all
pulleys, brackets, mountings. make progress and achieve required
• In pairs, learners construct and section learning outcomes.
assembly drawings, including major • Evaluate learning through the quality
dimensions. of products: illustrations of conventions
• In small groups, learners brainstorm and and features; sketches of machine parts;
research different machine assembly parts, assembly drawings; models; sectioned
principles of sectioning, materials and drawings.
processes for making models.
• In pairs, learners make models of some
simple mechanical components.
• In pairs, learners practise laying out
drawing paper correctly and producing
sectioned mechanical engineering
assembly drawings.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 2 Theme: Technology in the Making

TOPIC 22: MATERIAL PRESERVATION AND PROTECTION 12 PERIODS
Competency: The learner demonstrates an awareness of the techniques used in the preservation and protection of engineering
materials.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm, research • Observe learners engaged in the activities
a. identify the common defects in and report on common engineering and offer guidance as required.
engineering materials (k, u) materials, common dangers/defects of • Listen to learners’ discussions and ask
the materials and remedies for metal and questions to promote critical thinking and
b. understand the classification of wood.
chemicals used in the preservation of deepen learning.
engineering materials (k, u, s) • In small groups, learners discuss and • Evaluate products: reports, graphics.
produce a graphic explaining the
c. use appropriate techniques to apply properties of a good preservative.
preservatives and protect engineering
materials (k, s, u) • In pairs, learners research, classify and
report on the chemicals and methods
used in the preservation of engineering
materials, with respect to:
- cleaning,
- storage,
- timber preservation,
- coating/sealing,
- painting.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 3: TERM 3 Theme: Technology in the Making

TOPIC 23: MAKING PROCESSES 12 PERIODS
Competency: The learner cuts, shapes and assembles engineering articles correctly.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm, research, • Observe as learners engage in the
a. carry out the different cutting processes classify and report on different cutting activities, offering guidance to ensure
(k, u, s) processes. that all observe health and safety rules,
• In small groups, learners discuss and report develop skills and make progress towards
b. carry out the different shaping processes learning outcomes.
(k, s) on the basic health, safety, security and
environmental considerations and take • Listen as learners discuss the activities,
c. carry out fabrication and assembly of account of them when carrying out the asking probing questions to deepen their
engineering components (k, s, u) cutting processes. understanding and ensure there are no
• In groups, learners observe the different misconceptions.
metal cooling methods and the properties • Evaluate the quality of products: reports;
of coolants. cutting and shaping of materials;
• In pairs, learners carry out the different components made and assembled items.
cutting processes on engineering materials
while using coolants and observing good
practice in terms of health and safety.
• In groups, learners discuss the different
shaping processes and identify the basic
health, safety, security and environmental
considerations to be observed when
carrying out the shaping processes
• In pairs, learners safely carry out the
different shaping processes.
• In groups, learners brainstorm and research
and report on:
- the definition of assembly
- the different tools used in assembly of
components
- the different assembly methods/
procedures
• In groups, learners identify the basic
health, safety, security and environmental
considerations to be observed when
carrying out assembly processes.
• In pairs, learners produce simple
components and safely assemble them.

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 THE LOWER SECONDARY CURRICULUM

SENIOR 3: TERM 3 Theme: Technology in the Making

TOPIC 24: MATERIALS JOINING 12 PERIODS
Competency: The learner joins components and materials using different joining methods.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm and • Observe as learners engage in the
a. apply knowledge to different research the meaning of adhesives, activities, offering guidance to ensure that
adhesives (k, s, u) identify and report on the different types all
of adhesives.
b. apply knowledge to different types - observe good practice in terms of
of fasteners (k, s, u) • As a class, learners discuss and report on health and safety,
the dangers when handling adhesives
c. carry out soldering, brazing and welding and the safety precautions to be - develop skills and
(k, s, u) observed. - make progress towards learning
• In small groups, learners observe outcomes.
demonstrations and practise making • Listen as learners discuss the activities
articles using correct processes for joining and their learning, asking probing
materials, using different adhesives. questions to ensure safe practice, deepen
• In groups, learners brainstorm and understanding and avoid misconceptions.
research the definition of fastening, • Evaluate the quality of products: reports;
identify and report on the different types joins made with adhesives; fastenings;
of fasteners. joins made using brazing, soldering and
• In groups, learners observe welding.
demonstrations of different fastening
methods and practise them themselves.
• In groups, learners observe
demonstrations of brazing, soldering
and welding as joining methods, with
a particular focus on health and safety
measures.
• As a class, learners discuss the advantages
and disadvantages of brazing, soldering
and welding.
• In groups, learners follow step by step
procedures to safely join materials using
brazing, soldering and welding.

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TECHNOLOGY AND DESIGN SYLLABUS

SENIOR 3: TERM 3 Theme: Technology in the Making

TOPIC 25: RENEWABLE ENERGY 12 PERIODS
Competency: The learner determines the community’s energy requirements and provides basic bioenergy and solar energy
solutions to simple domestic houses in the community.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm, research • Observe as learners carry out the
a. appreciate the renewable energy and report on the different renewable activities, offering support as required to
resources in Uganda (k, u, v) energy resources in Uganda and the ensure that learners make progress and
potential contribution of bioenergy based achieve learning outcomes.
b. demonstrate the making of briquettes on the renewable energy cycle.
and simple energy saving stoves (k, u, s) • Listen as learners discuss the activities,
• As a class, learners discuss and report on offering advice and asking questions to
c. understand the basic solar requirements bioenergy, biomass resources available deepen understanding.
for a simple domestic house (k, u, s, v) locally and their sustainability. • Evaluate the quality of products: reports;
• In pairs, learners make energy-saving briquettes and stoves; annotated
briquettes from various biomass resources. diagrams; solar sizing calculations.
• In small groups, learners observe
demonstrations and simple models
and then make energy-saving stoves,
producing annotated diagrams to show
their energy-saving features.
• In groups, learners brainstorm, research
and report on the meaning of solar energy
and the solar energy conversion process.
• In groups, learners identify the basic
components of a domestic solar energy
system and practise basic solar sizing of
simple houses.
• In small groups, learners observe
demonstrations of the maintenance
tasks required on a simple domestic solar
system and produce a report/maintenance
guidelines.

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SENIOR 3: TERM 3 Theme: Technology in the Making

TOPIC 26: MAINTENANCE OF SIMPLE MACHINE 12 PERIODS
Competency: The learner uses and maintains simple machines in the community.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm the • Observe as learners engage in the
a. use the simple machines found in the meaning of simple machines, identify activities, intervening to make sure all
community safely (k, u, s) those used in their communities and develop required skills and achieve
produce reports illustrating the features of learning outcomes.
b. Use appropriate skills to carry out basic common simple machines.
maintenance and repair of simple • Listen as learners discuss the
machines (k, u, s) • In groups, learners observe activities, asking probing questions to
demonstrations and report on the encourage critical thinking and deepen
working principles of simple machines. understanding.
• In groups, learners discuss and report on: • Evaluate the quality of products: reports;
guidance documents, maintenance and
- the safety precautions to be observed repair work.
when using simple machines
- how the use of simple machines
contributes to the community’s work.
• In groups, learners:
- brainstorm the meaning and
importance of maintenance and repair
- describe and report on the various
forms of maintenance, including
preventive and corrective, giving
examples of different machines and the
specific types of maintenance they need
• In groups, learners observe
demonstrations of the maintenance of
simple machines and the safety measures
to be observed, and then apply learning
in practice.

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SENIOR 4: TERM 1 Theme: Design and Drawing

TOPIC 27: SECTIONING 24 PERIODS
Competency: The learner demonstrates sectioning principles used in engineering design and drawing.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners discuss the need • Listen as learners discuss the principles of
a. understand the principles of sectioning for, and the principles of, sectioning in sectioning and how to apply them in their
used in engineering design and drawing engineering design and drawing. own work, offering guidance as necessary.
(k, u) • In pairs, learners practice • Observe learners as they produce
b. design sectioned engineering drawings producing sectioned engineering drawings and models, intervening to
(k, u, s) drawings. ensure all develop skills of interpreting
• In pairs, learners make models of objects and drawing.
c. design models of sectioned objects (k, u, s)
based on simple sectioned engineering • Evaluate the quality of learners’ products:
drawings. sectioned drawings and models.

SENIOR 4: TERM 1 Theme: Design and Drawing

TOPIC 28: SURFACE DEVELOPMENT OF SOLIDS 24 PERIODS

Competency: The learner distinguishes and applies methods of development to engineering drawings.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners brainstorm, research • Listen as learners discuss the methods
a. identify and use development in and report on the different methods used of development used in engineering
engineering drawing (k, u, s) in the development of solids. drawing, the techniques for representing
• In small groups, learners practise drawing development in drawings and making
b. construct engineering drawings showing models, asking questions to deepen
the development of solids (k, u, s) the development of solids, using different
methods: learning.
c. create models showing application of • Observe learners as they produce
development (k, s, u) • parallel line development
drawings and make models, intervening
• radial line development
to ensure all make progress and achieve
• In pairs, learners show the application of learning outcomes.
development by making simple models.
• Evaluate the quality of drawings and
models made by learners.

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SENIOR 4: TERM 2 Theme: Technology in the making

TOPIC 29: ELECTRICITY AND ELECTRONICS 16 PERIODS
Competency: The learner repairs basic electronic components and carries out basic domestic wiring for simple houses in the community.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In pairs, learners research and define the • Observe as learners carry out activities,
a) Understand electrical installation tools basic terms and principles of electricity. ensuring that all individuals participate,
and their uses (k, u) • In groups, learners discuss, identify and develop skills and make good progress
report on electrical installation tools and towards learning outcomes.
b) understand and produce simple wiring
diagrams (k, u) their uses. • Listen as learners discuss the activities,
• In pairs, learners: asking questions to encourage thinking,
c) carry out wiring or modeling of wiring in to deepen understanding and ensure all
simple houses (k, u, s) - discuss and report on the applications understand.
d) Understand the tools used in electronics (k, of electricity in the community
• Evaluate the quality of products:
u) - draw electric symbols and use them in definitions of terms; reports; drawings and
e) understand electronic components and simple wiring diagrams wiring diagrams, practical wiring
their symbols (k, u) • In pairs, learners practise (model) wiring of
f) practice basic repair of simple a simple house.
electronic components (k, u, s) • In groups and class discussion, learners
identify and report on tools used in
electronics and their purposes.
• In pairs, learners illustrate electronic
symbols and produce simple component
diagrams.
• In groups, learners troubleshoot problems
with simple electronic devices and
components and carry out basic repairs.

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SENIOR 4: TERM 2 Theme: Technology in the Making

TOPIC 30: CONSTRUCTION PRACTICE 16 PERIODS
Competency: The learner demonstrates the basic skills of constructing domestic structures with mono-pitched roofs.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • In groups, learners identify the basic • Observe as learners engage in the
a) prepare mortar for building, identify and building tools and materials and report on activities, offering practical guidance to
use building tools (k, u, s) how and why each is used. ensure that all develop required skills
• In pairs, learners practise preparation of and make progress towards learning
b) practice basic brick laying for simple outcomes.
structures (k, s) mortar and basic brick laying for simple
structures and produce a diagrammatic • Listen as learners discuss the activities,
c) understand materials and tools for good practice guide. asking probing questions to deepen
roofing (k, u) understanding and ensure all appreciate
• In small groups, learners identify and
d) practice mono-pitched roofing of simple select materials and tools for roofing, the need for quality standards.
domestic structures (k, u, s) reporting on reasons for their choices. • Evaluate the quality of products: reports
• In groups, learners observe on tools and materials for building and
demonstrations of how to construct roofing; mortar and brick-laying; roofing.
mono-pitched roofs of simple domestic
structures and demonstrate their learning
in practice and/or in a report.

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SENIOR 4: TERM 2 Theme: Technology in the Making

TOPIC 31: ELECTRONICS 16 PERIODS
Competency: The learner carries out basic repairs of domestic analogue electronic appliances.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: • Using the internet, learners research on 1. Observe individual learners’
a. demonstrate an understanding of the use and types of electronic appliances participation in a discussion on the use
electronics in domestic appliances (k, in society and document their findings in and types of different electronic
s) preparation for a class discussion. appliances in the community.
• Learners as a whole class, discuss on the 2. Assess learners’illustrations to ascertain
different domestic analogue electronic accuracy of drawings.
appliances basing on the previous
research done.
• Learners identify the domestic
analogue electronic appliances and
instruments used in repair and
maintenance of electronic appliances
• Illustrate simple component layout
diagrams of the basic domestic
analogue electronic appliances.
• Lead a discussion to identify basic tools
and instruments used in repair and
maintenance of electronic appliances
• Guide learners to illustrate the simple
component layout diagrams of basic
domestic analogue electronic
appliances and identifying common
faults with analogue electronic
appliances.
• Guide learners to practice basic repair and
maintenance of simple domestic
analogue electronic appliances to
include; Flat irons, kettles, cathode ray
tube (CRT)televisions, analogue mobile
phones, wall clocks and hand clocks

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SENIOR 4: TERM 3 Theme: Technology in the Making

TOPIC 32: MAINTENANCE AND REPAIR OF SIMPLE MACHINES 40 PERIODS
Competency: The learner maintains and repairs simple machines used in the community.

LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: Sawing machines: 1. Observe learner’s individual
a. understand basic machines (k, u) • Learners brainstorm about the contribution in a discussion on the
importance of simple machines used in importance of sawing machines.
b. demonstrate an understanding of the
principle of the working of machines. the community (e.g. sewing machines) 2. In a conversation assess learners
• Learners individually identify the different understanding of the safety precautions
parts/ features of a sewing machine and while using a sewing machine.
parts that require maintenance; specify 3. Observe learners as they demonstrate the
the types of maintenance required for the use of a sewing machines.
different parts.
• Demonstrate to learners the working
principle of a sewing machine.
• In groups, learners discuss the safety
precautions to be observed when using
and maintaining sewing machines.
• Learners individually demonstrate the use
of sewing machines and carry out the
different forms of maintenance on sewing
machines, while observing the safety
precautions.

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LEARNING OUTCOMES
SUGGESTED LEARNING ACTIVITIES SAMPLE ASSESSMENT STRATEGY

The learner should be able to: Wheelbarrows 1. Observe learner’s participation in the
c. demonstrate an understanding of the • Brainstorm with learners the importance brainstorming sessions to purposes of
maintenance and repair of machines of a wheel barrow in the community. positive participation.
(s, k, u) • Learners identify the different parts/ 2. Evaluate the learners’ illustrations showing
features of a wheel barrow and describe the basic features of a wheel barrow.
its working principle. 3. Observe learners and assess them as they
• Guide learners in specifying the parts of a demonstrate the maintenance of wheel
wheel barrow that require maintenance, barrows, to ascertain suitable application
and specify the types of maintenance of the different types of maintenance and
required for the different parts. observation of safety precautions.
• Guide learners to carry out the different
forms of maintenance to include
preventive and corrective, as required for
the wheel barrow, while observing safety.

Mowers 1. In a conversation with the learners

• Learners individually describe a mower assess their individual knowledge and
and its importance in the community. understanding of the different parts
mowers and its working principle.
• Guide learners to learners to identify the
different parts/ features of a mowing 2. Assess the learners’ illustrations
machine. showing the basic features of a mowing
machine, to ascertain accuracy and
• Demonstrate to learners in groups the
appropriateness.
working principle of a mowing machine.
3. Observe learners’ demonstrations of
• Guide learners in identifying the parts of
using a mower to ascertain practicing of
a mower that require maintenance, and
the safety precautions when using and
specify the types of maintenance required
maintaining a mowing machine.
for the different parts.
4. Observe learners and assess them as
• Guide learners to discuss the safety
they demonstrate the maintenance of
precautions to be observed when using
mowers, to ascertain suitable application
and maintaining mowing machines.
of the different types of maintenance and
• Guide learners to demonstrate mowing observation of safety precautions
and carry out the different forms of
maintenance on mowing machines, while
observing the safety precautions.

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TECHNOLOGY AND DESIGN SYLLABUS

ASSESSMENT

It is not possible to assess attitudes in the same way as

This section should be considered alongside the knowledge, understanding and skills because they are
Assessment Guidelines. more personal and variable and are long-term
aspirations. This does not mean that attitudes are not
Assessing the new expectations for learning
important. It means that we must value things that we
The new curriculum sets new expectations for learning, with cannot easily assess.
a shift from Learning Outcomes that focus mainly on
So this guidance booklet focuses on knowledge, skills and
knowledge to those that focus on skills and deeper
understanding. Each has its own implications for learning and
understanding. These new Learning Outcomes require a
assessment.
different approach to assessment.
The “Learning Outcomes” in the syllabuses are set out in
terms of Knowledge, Understanding, Skills, and Attitudes.
This is what is referred to by the letters k,u,s & v/a.

Knowledge The retention of information.

Understanding Putting knowledge into a framework of meaning – the development of a ‘concept’.
Skills The ability to perform a physical or mental act or operation.
Values The inherent or acquired behaviours or actions that form a character of an individual.
Attitudes A set of emotions, beliefs or behaviours toward a particular object, person, thing or event.

To assess knowledge, skills and understanding we need to look for different things. Knowledge can be assessed to some extent
through written tests, but the assessment of skills and deeper understanding requires different approaches. Because of this, the
role of the teacher in assessment becomes much more important.

Knowledge Skills
Knowledge is the easiest to assess because it is Skills are the ability to perform a mental or physical
fairly straightforward to find out whether or not a operation, so we have to observe the skill being
learner has retained some information: a simple performed or look at the product, or outcome, of the
question can usually find this out. We ask them skill; for example, a piece of writing, a picture or
to name something, or state something, or label a diagram.
diagram. Some skills, such as speaking or a physical education skill
do not have a product so need to be observed.

Understanding Values and Attitudes

Assessing deeper understanding is much more Values and Attitudes determine how we interact with
difficult, so we usually ask learners to explain, compare others, working in a team, meeting deadlines, being
or outline a process. This can be done orally (in self-driven, holding democratic values, and having
conversation) or in writing, and will give us some idea respect for democracy, race, gender, disability, human
of the extent of their understanding. dignity, culture, nation, life and social justice.

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Examinations
There will be examinations or tests set at the end of every The final examination at the end of Senior 4 will be very
year. There will also be a summing up of on-going teacher different in nature, and will focus on the learners’ ability to
assessments made in the context of learning. apply their learning in new situations, rather than on the ability
to recall information.
Formative Assessment
If assessment is to make a difference to teaching and It is the use of the assessment data within this cycle to
learning, then teachers must use the information they gain improve learning that is key to the success and impact of
from assessment to make some change to the teaching and formative assessment.
learning process. This is formative assessment. If teaching It is this cycle that enables formative assessment to impact on
and learning stay the same, there would have been no point learning:
in carrying out the assessment. The changes that can be • the syllabuses set out the learning outcomes
made include decisions about:
• the lessons seek to achieve these outcomes
• assessment finds out whether or not the outcomes has
• what needs to be learned next
been achieved
• whether an element of the syllabus needs to be
• this information guides the next steps in learning and so
taught again in a different way
sets new learning outcomes
• changing teaching approaches if necessary
The process of teaching, making formative assessments and
• identifying learners who need more support, or then changing the teaching and learning in some way can be
who are making exceptional progress seen as a cycle:
• enabling learners to understand what they have to
do to improve

What changes need to be Use of data to

made to plans for future improve student Find these listed in the “Learning
Establish learning
teaching and learning? learning Outcomes” column of the
outcomes
syllabuses.

Analyse, compare and Collect and Analyze

Look for examples of
evaluate learning against Assessment Data
Develop assessment opportunities
expected learning outcomes. assessment in the “Suggested
Learning Activities” and
the “Sample Assessment
Strategies” columns of the
Actual syllabuses.
learning and
Be ready to assess alongside educational
learners where possible. experience

FORMATIVE ASSESSMENT INVOLVES USING ALL PARTS OF THE CYCLE

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ASSESSESSMENT

How do we find the opportunity to make formative assessments?

In the new curriculum, the teacher’s assessment role is not to These opportunities occur in three forms and are often called:
write tests for learners, but to make professional judgements
• Observation – watching learners working (good for
about learners’ learning in the course of the normal teaching
assessing skills and values)
and learning process. The professional judgement is about
how far the learner meets the Learning Outcomes that are set • Conversation – asking questions and talking to
out in this syllabus. To make these judgements the teacher learners (good for assessing knowledge and
needs to look at how well the learners are performing in terms understanding)
of each Learning Outcome.
• Product – appraising the learner’s work (writing, report,
School-based formative assessment is a part of the normal translation, calculation, presentation, map, diagram, model,
teaching and learning process, and so the assessment drawing, painting etc.). In this context, a “product” is seen
opportunities will also occur during this normal process. It is as something physical and permanent that the teacher can
not something that needs to be added on after learning; it is keep and look at, not something that the learner says.
an integral part of it.
When all three are used, the information from any one can
be checked against the other two forms of assessment
opportunity (e.g. evidence from “observation” can be
checked against evidence from “conversation” and
“product”). This is often referred to as “triangulation”.

Observation

Triangulation

Product Conversation

Triangulation of assessment opportunities

To find these opportunities, look at the syllabus topics. These set out the learning that is expected and give
‘Sample Assessment Strategy”, and in doing so they contain a range of opportunities for the three forms of
assessment.

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Generic Skills Attitudes

The Generic Skills have been built into the syllabuses and are It is not possible to assess attitudes in the same way as
part of the Learning Outcomes. It is therefore not necessary to knowledge, understanding and skills because they are more
assess them separately. It is the increasingly complex context personal and variable and are long-term aspirations. This does
of the subject content that provides progression in the Generic not mean that attitudes are not important. It means that we
Skills, and so they are assessed as part of the subject Learning must value things that we cannot easily assess.
Outcomes.

Record keeping
Keeping detailed records of learners’ individual progress is also unnecessary. It is much more useful to make an overall
always difficult with very large numbers of pupils. For the assessment about whether or not each learner met the
purposes of school-based formative assessment, it is not even Learning Outcomes for each Topic as a whole.
always necessary to keep such detailed records anyway. If
Each Topic is made up of a number of Learning Outcomes.
feedback is given immediately and action is taken, then
Therefore, teachers need to consider all the Learning
learning is changed and the record would soon become out of
Outcomes when making an overall judgement about the
date and redundant.
Topic as a whole. It is not always necessary for every individual
Most formative class-based assessments are dynamic in that Learning Outcome to be achieved for the Topic as a whole to
they feed straight back into the teaching and learning process. be achieved. This will vary with the Subject and Topic.
Therefore, detailed records of these are not appropriate.
By looking at the Learning Outcomes within each Topic, it is
What is needed is record of assessments of learners’ learning possible to identify four broad groups of learners in terms of
made in terms of each Topic or unit. This means recording their achievements:
the on-going summative assessments of each unit. There is
no need to make separate records of each of the Learning
Outcomes because this would be very time-consuming and

Descriptor

No Learning Outcome (LO) achieved

Some LOs achieved, but not sufficient for overall achievement

Most LOs achieved, enough for overall achievement

All LOs achieved – achievement with ease

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ASSESSESSMENT

These overall assessments should be made on the basis of each category for different subjects and units. They will also
the many formative assessments that the teacher has made identify easily those learners who need extra support or who
during the course of teaching the unit. If teachers have been may not be ready to move on to the next grade at the end of
working with the learners over the course of the unit, they will a year.
be able to make a broad judgment about which learners have If records are kept of the learning outcomes of each syllabus
achieved or have failed to achieve the unit’s overall Learning unit through the year, then there will be no need for an end of
Expectation. These “Authentic Assessments” will be more valid year test. Teachers will already have a record of those learners
and valuable than a test set by the school. who have met the learning outcomes, and those who have
Recording these overall assessments will be simple, not done so. Therefore, teachers will know if there were any
manageable and yet valuable, and can be recorded on a sheet learners not ready to progress to the next grade.
such as the one below in which the categories are indicated An overall record should be made of the individual unit
with a number. assessments by subject in terms of the 4 descriptors. If
Although a very simple process, these four categories will give numbers (0-3) are used as identifiers, then it will be possible
rich data when a comparison is made between the learners in to arrive at an overall number for a year by aggregating the
identifiers for each unit.

Descriptor Identifier
No Learning outcome achieved 0
Some LOs achieved, but not sufficient for overall achievement 1
Most LOs achieved, enough for overall achievement 2
All LOs achieved – achievement with ease 3

In the example below, the table shows the end-of-unit assessment for six learners.

Technology and Design

T1 T2 T3 T4 T5 T6 T7 T8 T9 T10
Learner A 3 3 2 3 3 3 3 2 3 3
Learner B 2 2 3 2 3 2 2 2 3 2
Learner C 1 1 2 1 1 2 2 3 2 3

This method will give much more information than All of this is very valuable assessment information and can be used
using a tick. For example, at a glance it can be seen to improve learning.
that learners A & B are achieving much higher than
This summative teacher assessment will contribute 20% to the final
learners E & F. It can be seen that Learner C has grade of the School Leaving Certificate as elaborated in the
improved during the year. We can even see that Assessment Framework.
more learners achieved success in Topic 9 than
Topic 7.

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Glossary of Key Terms

TERM DEFINITION
One in which learners develop the ability to apply their learning with confidence in a range
Competency Curriculum
of situations.
The design or adaptation of learning experiences to suit an individual learner’s needs,
Differentiation
strengths, preferences, and abilities.
The process of judging a learner’s performance, by interpreting the responses to tasks, in
Formative Assessment
order to gauge progress and inform subsequent learning steps.
Skills which are deployed in all subjects, and which enhance the learning of those subjects.
Generic skill
These skills also equip young people for work and for life.
An approach to planning learning experiences which allows each student to feel confident,
Inclusion
respected and safe and equipped to learn at his or her full potential.
A statement which specifies what the learner should know, understand, or be able to do
Learning Outcome
within a particular aspect of a subject.
A capability acquired by following the programme of study in a particular subject; enables
Process Skill
a learner to apply the knowledge and understanding of the subject.
A
Anstrategy
activity which gives a learner the opportunity to show the extent to which s/he has
SampleAssessment
Sample AssessmentActivity
Strategy achieved the Learning Outcomes. This is usually pat of the normal teaching and learning
process, and not something extra at the end of a topic.
An aspect of the normal teaching and learning process that will enable a formative
Suggested Learning Activity
assessment to be made.

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