Technology Studies Primary School Syllabus: (GRADE 1 - 7)

Republic of Zambia

REPUBLIC OF ZAMBIA
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

TECHNOLOGY STUDIES
PRIMARY SCHOOL SYLLABUS
TECHNOLOGY STUDIES
GRADE 1 – 7
PRIMARY SCHOOL SYLLABUS

[GRADE 1 – 7]
TRIALING VERSION

Published by the Curriculum Development Centre

P.O. Box 50092

LusakaDevelopment Centre
Published by the Curriculum
P.O. Box 50092
Lusaka
2012

TABLE OF CONTENTS
PREFACE ....................................................................................................................................................................................................................................................... 3
ACKNOWLEDGEMENTS .................................................................................................................................................................................................................... 5
AIMS OF TEACHING TECHNOLOGY STUDIES ..................................................................................................................................................................... 6
RATIONALE OF TECHNOLOGY STUDIES ................................................................................................................................................................................ 7
SUGGESTED TEACHING METHODOLOGY ............................................................................................................................................................................. 8
TIME ALLOCATION .................................................................................................................................................................................................................................. 9
OUTLINE OF THE SYLLABUS ............................................................................................................................................................................................................... 9
GRADE 1 ..................................................................................................................................................................................................................................................... 10
GRADE 2 ................................................................................................................................................................................................................................................... 13
GRADE 3 ................................................................................................................................................................................................................................................... 17
GRADE 4 ..................................................................................................................................................................................................................................................... 19
GRADE 5 ..................................................................................................................................................................................................................................................... 21
GRADE 6 ..................................................................................................................................................................................................................................................... 25
GRADE 7 ..................................................................................................................................................................................................................................................... 28
PROJECT EVALUATION SHEET .................................................................................................................................................................................................. 30
APPENDIX 1 ............................................................................................................................................................................................................................................ 31

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PREFACE

This syllabus is a product of the recommendations made during the National Symposium held in June 2009, the Baseline Survey that was
conducted by the Curriculum Development Centre in 2005 and the National Curriculum Framework Stakeholders meeting held at the
Government Complex in April, 2012.
The teaching of Technology Studies at Primary School level is designed to lay a foundation for Technical Subjects at Secondary School
level so as to prepare the learners for the demands in the changing technological world. In this regard, Technology Studies will equip
learners with a variety of knowledge, skills and values that can prepare them for further education, entrepreneurship, life in general and
the attainment of the Vision 2030.
Thus, the review was necessitated by the need to improve the quality of education at Primary School level as outlined and recommended
in the policy document Educating Our Future (1996) and the Zambia Education Curriculum Framework (ZECF) of 2012.
It is my sincere hope that this syllabus will improve teaching and learning of Technical Subjects in Schools and have a positive impact on
the quality of education and the national economy.
M. C. Chinyama (Mrs.)
Permanent Secretary
Ministry of Education, Science, Vocational Training and Early Education.

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© Curriculum Development Centre, 2012

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise without prior written permission of the copyright owner.

4

ACKNOWLEDGEMENTS
The Technology Studies syllabus review exercise would not have been accomplished without the involvement, participation and
commitment of many people. We want to thank all the people who took part in the review at different stages. Most importantly we thank
Zambia Association for Technology Education (ZATE) for their numerous contributions towards the curriculum review process. We also
wish to extend our gratitude to the Copper belt University (CBU) and ZICTA for their valuable contributions toward the Information and
Communications Technology (ICT) component.
We wish to thank government departments and institutions of learning that were involved in the development and production of this
syllabus in many varied ways.
Finally, we wish to acknowledge our indebtedness to the former Director of Standards and Curriculum Mrs. Florence Mfula, the former
Chief Curriculum Specialist Ms Georgina Hamaimbo and the late Principal Curriculum Specialist Ms Mary M. Lungu for their valuable
contributions in guiding the review exercise before they retired from the service.
C.N.M. Sakala (Mrs.)

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

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AIMS OF TEACHING TECHNOLOGY STUDIES

Technology has existed throughout history. People apply knowledge, skills and use available resources to develop solutions that meet
their needs and wants. Some of these solutions have been in form of products (e.g. shaping bones into fish hooks, making clay cooking
pots) while other solutions have involved combining products into working systems (e.g. bow and arrow, moving water and a wheel,
pestle and mortar).
Today people still have needs and wants. However, the knowledge, skills and resources used to find solutions are of a different kind
because of accelerating development in technology. Today’s society is more complicated and diverse. In this regard, economic and
environmental factors, attitudes and values need to be taken into account when developing solutions.
Therefore, Technology Studies provides an opportunity for the learners to identify various needs and have hands-on experience to
develop solutions that address their needs.
At Primary School level, the Technology Studies syllabus has two (2) main components: Information and Communication Technology
and Design and Technology. The general description of the two strands is outlined below.
COMPONENT DESCRIPTION
1 DESIGN AND This component will focus on the application of knowledge and use of available resources to meet
TECHNOLOGY people’s needs by developing practical solutions to problems. At the heart of this, is the identification
of problems through open–ended problem solving approach.
2 INFORMATION AND One of the features of the rapidly changing world is the accumulation of vast amounts of information
COMMUNICATION that has an impact on all aspects of modern life. Therefore, learners need to be equipped with skills and
TECHNOLOGY knowledge to be competent in accessing and working with various forms of information and data.
Thus, the purpose of Technology Studies is to contribute towards learners’ technological literacy by giving them opportunities to:
§ develop and apply scientific skills to solve technological problems;
§ appreciate the interaction between people’s values and attitudes, technology, society and the environment
§ understand the concepts and knowledge used in technology and use them responsibly and purposely
§ exploit locally available natural resources, materials to satisfy mans’ needs and desires.
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RATIONALE OF TECHNOLOGY STUDIES

Many people think that technology is about programming computers or wiring complicated circuits. Truthfully, this is an aspect of
technology which is commonly referred to as Information Technology. However, Technology is about being creative in finding
appropriate solutions to human problems and meeting our needs. Therefore, Technology Studies, more than any other learning area
prepares learners for the world of work. With this in mind, it is important that the subject is introduced to learners at a tender age. This is
the best time because at this age, learners have delight in exploring their surroundings; enjoy making, dismantling, examining and
experimenting things. Infact, teachers can be amazed by the learners ability for being creative, problem-solving and decision making. In
this regard, designing and making is the main thrust of the subject because it provides an opportunity for learners to use available
materials, put their capability to work and to develop products that meet their real needs and wants.
To this end, Technology Studies will develop learners who will have:
§ an ability to solve problems by investigating, designing, developing, evaluating as well as communicating effectively using
different modes
§ a fundamental understanding of an ability to apply technological knowledge, skills and values, working as individuals and as a
group
§ a critical understanding of the relationship between technology, society, the economy and the environment
§ a motivated and deeper appreciation for self-employment career opportunities, develop entrepreneurial characteristics and
qualities for successful pursuit
§ an appreciation for using Information Technology tools and information sources such as computer systems and software packages
to support learning in a variety of ways.
KEY COMPETENCIES OF TECHNOLOGY STUDIES

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

The approach to teaching and learning is the learner-centred. Therefore, in order to develop learners with understanding, skills and values
that can contribute to the development of society, the starting point for teaching and learning is to recognize that learners come to school
with a wealth of knowledge and experience gained from the family, community and through interaction with the environment. Thus,
learning in school must build on the learner’s prior knowledge and experience.
This is best achieved when learners are actively involved in the learning process through hands on activities. However, each learner has
individual needs, pace of learning, experiences in life and abilities. To accommodate this, the teacher must determine the needs of the
learners, and shape the learning experiences accordingly. Therefore, teaching methods must be varied but flexible within well-structured
sequences of lessons and should include among others:
§ Working in Pairs
§ Group work
§ Individual Work
§ Field trip Method
§ Project Method
§ Discussion Method
§ Guest Speaker
§ Demonstration Method
§ Team Teaching
The teacher should have reasons for choosing a particular teaching method and must employ strategies and techniques to make the lesson
interesting.
The syllabus outlines the learning outcomes. Thus, the teacher must decide, in relation to the learning outcomes to be achieved, when it is
best to let learners discover or explore information for themselves; when they need directed learning; reinforcement or when the learners
can be allowed to find their own way through a topic.
In this way, outcomes can be attained in a spiral manner considering that in any lesson, different outcomes can be covered through
knowledge, skills and values. The objective is to ensure that learners are able to apply the knowledge gained in real life situations.
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TIME ALLOCATION

The standard period allocation for Technology Studies at Lower and Upper Primary levels has been prescribed in the Zambia Education
Curriculum Framework (ZECF) of 2012. The minimum learner-teacher contact time for Lower Primary school level (Grade 1 to 4) is
three (3) hours per week, translating into four (4) periods. The duration for a single period is 30 minutes.
The minimum learner-teacher contact time for Upper Primary school level (Grade 5 to 7) is 4.7 hours per week, translating into four (4)
periods for the two (2) components. The duration for a single period is 40 minutes.
While information on the teaching of different skills, resources, teaching methods and evaluation would be found in the Teacher’s Guide,
teachers should be mindful of the Specific Outcomes which are preceded by the General Outcomes that are found in this syllabus.
Therefore, scheming should be based on the Specific Outcome. In most cases, more lessons will be required before achieving a certain
Specific Outcome.
OUTLINE OF THE SYLLABUS

This syllabus seeks to instill a sense of appreciation of technology education to ensure that learners adapt and cope with changing
situations. It will also provide learners with broader concepts and principles in Technology, which will allow them to expand their
thinking capacity to tackle real-life situations effectively.
The topics, sub-topics and outcomes are arranged in order for easy of reference. Some topics may be similar at both lower and upper
sections, but the levels of knowledge, skills and values to be attained are not the same. Hence, when preparing lessons teachers should
strive at building on what the learners already know.
The syllabus has been outlined in such a manner that both components of the subject (Information and Communication Technology and
Design and Technology) are taught in an integrative manner from Grade 1 to 4 by one teacher. The teacher should be conversant in both
areas and lay a firm ground in the learners. However, it envisaged that each school will have separate special rooms for the two
components where learners will have to go and learn as soon as they get to Grade 5. This will provide learners with an opportunity for
hands-on activities.

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GRADE 1
GENERAL OUTCOMES
• Develop skills in the use and apply computer skills both at home and school.
• Acquire and observe safety rules to operate effectively within the working environment.
KEY COMPETENCES AT GRADE 1 LEVEL

§ Identify materials used to make items found in the environment.
§ Identify main parts of the computer, open and close a computer
CONTENT
THEME SUB TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
1.1 Safety 1.1.1 Safety in the 1.1.1.1 Describe safety in the work • Safety in Work • Identification • Awareness
work Environment environment. Environment • Observation • Safety
(Work rooms, Open • Sitting consciousness
1.1.2 Computer Safety 1.1.2.1 Demonstrate correct sitting posture workshop) • Responsibility
in the computer room • Orderliness • Cleanliness
• Health and safety
rules
• Leo Sitting posture
1.2 Tools and 1.2.1 Hand tools 1.2.1.1 Identify common tools used to • Hammer, axe, • Identification • Awareness
Equipment make items. knife, screw driver, • Interpretation • Safety
saw, adze, brace. consciousness
1.3 Computers 1.3.1 Types of 1.3.1.1 Identify types of computers • Desktops • Identification • Awareness
computers • Laptops • Observation • Appreciation
• Tablets • Curiosity
1.4 Materials 1.4.1 Materials used to 1.4.1.1 Explain the materials used to make • Wood, metal, • Identification • Awareness
make items items. plastic, clay, paper, • Interpretation • Safety
grass, bamboo. consciousness
1.5 Lettering 1.5.1 Tracing 1.5.1.1. Trace letters on a plain sheet of • Tracing letters • Printing • Appreciation
paper • Printing letters of • Tracing • Application
1.5.2 Lettering 1.5.2.1 Print letters in different position the alphabet • Identification
(upright, slanting)
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CONTENT
1.6 Computer 1.6.1 Basic 1.6.1.1 Recognize basic computer • Keyboard • Observation • Awareness
Hardware Components components mouse, monitor • Identification • Appreciation
1.6.1.2 Locate keys on the keyboard • Letter keys (restrict • Manipulation • Teamwork
to lower case) • Problem solving • Curiosity
1.6.2 The Mouse 1.6.2.1 Navigate the desk top correctly • Hand and finger
using a mouse placement on mouse
• Pointing, dragging
and clicking the
mouse.
1.7 Drawing 1.7.1 Shapes and 1.7.1.1 Trace geometrical shapes. • Square, Triangle, • Manipulation • Awareness
colours Rectangle, Circle • Identification • Curiosity
1.7.1.2 Identify primary colours • Primary Colours
(Blue, Yellow, and
1.7.1.3 Relate the shapes to objects in the Red)
environment. • Shapes and objects
in the environment
1.8 Design and 1.8.1 Designing 1.8.1.1 Design and make occasional cards • Birthday cards • Identification • Appreciation
Making • Colouring • Critical
• Designing thinking
• Creativity
1.9 Energy 1.9.1 Sources of 1.9.1.1. Identify the sources of light • Natural (sun, moon, • Identification • Appreciation
light stars) • Classification • Awareness
1.9.1.2 Explain the importance of light in a • Artificial (man-
home. made: candle,
torch, lamp)
• Illumination
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CONTENT
1.9.2 Sources of heat 1.9.2.1 Identify the sources of heat • Sun, fire, heater • Identification • Appreciation
1.9.2.2 Explain the uses of heat • Warming, cooking • Analysis • Awareness
1.9.2.3 State the dangers of heat • Burns • Reasoning
• Safety
consciousness
1.10 Software 1.10.1 Switching on 1.10.1.1 Switch on and switch off radio • Switching on/off • Observation • Teamwork
Manipulation and switching off ,Television and cell phone of the TV, • Identification • Problem solving
Radio and Television radio/cell phone • Manipulation • Awareness
• Switching on and
switching off the • Curiosity
computer
1.10.2 Switching on 1.10.2.1 Switch on and Switch off the • Opening and
and switching off the computer closing gaming
computer 1.10.2.2 Load Computer Software software
1.11 1.11.1 Introduction to 1.11.1.1 Identify items sold in the • Fruits, vegetables, • Identification • Awareness
Entrepreneurship markets market fish, eggs, • Communication • Appreciation
potatoes) • Marketing • Entrepreneurship
1.11.1.2 Demonstrate buying and selling • Buying and selling • Demonstration
of items found in the market. • Observation
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GRADE 2
GENERAL OUTCOMES
• Acquire skills in the use of computers both at home and school.
• Acquire and observe safety rules to operate effectively within their working environment.
• Develop skills of making a portfolio using drawing scripts.

§ Demonstrate ability to design and make simple items
§ Demonstrate ability to operate the key board
CONTENT
2.1 Safety 2.1.1 Safety hazards in 2.1.1.1 Identify dangerous objects around • Metal/ Wood pieces, • Identification • Awareness
the work environment. the work environment sharp objects. • Communication • Safety
• Problem solving consciousness
2.1.2 First Aid 2.1.2.1 Explain first aid procedures with • First Aid • Orderliness
regards to injuries. • First Aid procedures • Assertiveness
(Report accidents) • Responsibility
• Problem
solving
2.2 Computer 2.2.1 Computer 2.2.1.1 Identify keyboard layout • Typing area, • Identification • Application
Keyboard and TV Keyboard Lower, upper case • Observation • Awareness
Controls Layout and number keys, • Manipulation • Appreciation
• Numeric keypad • Critical
2.2.2 Arrangement of 2.2.2.1 Use particular keyboard keys • Shift, enter, space thinking
keys correctly bar keys • Curiosity
2.2.2.2 Identify positions of keys • Overlay keys;
2.2.2.3 Associate keys to functions (Combination
Keys)
• Volume and
channel controls.
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CONTENT
2.3 Hardware 2.3.1 Basic 2.3.1.1 Recognize basic computer • Speakers, Drive, • Observation • Awareness
components. components CD ROM (Compact • Identification • Application
Disc Read Only • Manipulation • Teamwork
Memory), CPU • Problem solving • Critical
(Central thinking
Processing Unit) • Curiosity
2.3.1.2 Use the keyboard to control an • Writing and
activity deleting a word
2.3.1.3 Associate changes on the monitor • Navigation of the

with mouse movement and key computer
board entry
• Screen, speakers,
2.3.1.4 Recognise basic television and Aerial
radio components.
2.3.2 Mouse Handling 2.3.2.1 Handle the mouse appropriately • Mouse clicking, • Identification • Appreciation
double clicking • Observation • Awareness
(Left, Right and • Manipulation • Curiosity
scroll ball) • Team work
• Using mouse to
launch Word.
2.3.3 Keyboard 2.3.3.1 Use various keyboard keys • Alphabetical keys • Identification • Awareness
Handling A-Z, Numerical • Observation • Application
Keys-0-9, Lower • Manipulation • Curiosity
and upper case keys • Team work
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CONTENT
2.4 Materials 2.4.1 Items made from 2.4.1.1 Identify items made out of • Chairs, funs, carton • Identification • Application
different materials different materials. boxes • Manipulation • Creativeness
• Analysis • Curiosity
2.4.1.2 Make simple items out of available • Boats, wire cars
materials
2.5 Tools 2.5.1 Measuring Tools 2.5.1.1 Identify tools used for measuring• Rule, measuring • Identification • Application
tape • Measuring • Awareness
2.5.1.2 Demonstrate how to use measuring • Length, width, • Manipulation • Team work
tools. height
2.6 Handling 2.6.1 Using word 2.6.1.1 Write words, phrases and short • Word processing • Communication • Awareness
Software processing. sentences using appropriate keys (The English • Observation • Application
alphabet) • Typing • Team work
• Presentation
2.6.1.2 Insert Word Art in Word • Creative software
(Word Art) to write
words, phrases and
short sentences
2.6.1.3 Insert Words in Word Art • Using creative
software (Word Art)
2.7 Energy 2.7.1 Light 2.7.1.1 Explain sources of artificial light. • Candle, lamp, • Identification • Awareness
torch, bulbs • Conservation • Application
• Curiosity
2.7.2 Heat 2.7.2.1 Explain sources of artificial heat. • Brazier, heater, • Identification • Awareness
stove • Conservation • Application
• Curiosity
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CONTENT
2.8 Lettering 2.8.1 Printing 2.8.1.1 Trace letters of the alphabet. • Tracing letters • Tracing • Application
(A-Z) • Spacing • Appreciation
• Curiosity
2.9 Drawing 2.9.1 Shapes 2.9.1.1 Trace shapes using a straight edge. • Square • Drawing • Neatness
• Triangle • Manipulation • Application
• Rectangle
2.10 Colours 2.10.1 Basic colours. 2.10.1.1 Explain uses of colours. • Decoration, • Communication • Appreciation
Communication • Identification • Awareness
2.11 Design and 2.11.1 Designing 2.11.1.1 Design and make items out of • Wire cars, boxes, • Identification • Appreciation
Making paper or wires houses, paper planes • Manipulation • Application
• Demonstration • Critical
thinking
2.12 Software 2.12.1 The Desktop 2.12.1.1 Recognize icons on the Desktop • Icons (My • Identification • Team Work
documents, start • Manipulation • Application
Menu, Recycle bin), • Observation • Awareness
double clicking an • Demonstration
icon.
2.12.2 The CD ROM 2.12.2.1 Identify CD ROM Drive and CD CD ROM/CD tray
(Compact Disc – Read tray • Loading, running
Only Memory) and the and ejecting a CD
CD tray 2.12.2.2 Load, run and eject a CD ROM ROM into a
computer
2.13 2.13.1 Earning 2.13.1.1 Identify ways in which people can • Entrepreneurship • Identification • Appreciation
Entrepreneurship Money earn money. activities (selling • Entrepreneurship • Awareness
food, air time, fish, • Communication • Application
groceries, repair • Team work
works, black smith)
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GRADE 3
GENERAL OUTCOMES
• Acquire and observe safety rules to operate effectively within the working environment.

§ Demonstrate ability to make mobile artifacts.
§ Demonstrate ability to write words, sentences and short paragraphs using the key board
CONTENT
3.1 Tools 3.1.1 Cutting Tools. 3.1.1.1 Explain basic tools for cutting • Hand saws, • Identification • Awareness
materials hacksaws, scissors • Observation • Appreciation
3.2 Materials 3.2.1 Uses of Materials 3.2.1.1 Identify uses of trees • Shelter, furniture, • Identification • Awareness
3.2.1.2 Identify the uses of clay, grass and material • Observation • Appreciation
reeds • Clay – shelter, • Curiosity
pottery; grass – • Responsibility
shelter, reeds:
shelter, mats
3.3 Hardware 3.3.1 The Mouse 3.3.1.1 Drag items in Microsoft word • Dragging items • Identification • Appreciation
and icons on the desktop • Communication • Creative
• Manipulation thinking
3.3.2 Remote 3.3.2.1 Operate TV and radio using a • TV and radio • Observation • Application
controller remote control remote control • Awareness
3.4 Typing 3.4.1 Keyboard keys 3.4.1.1 Demonstrate basic typing skills • Numbers, words, • Typing • Application
sentences and short • Communication • Curiosity
paragraphs • Observation • Creative
• Identification thinking
• Team work
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CONTENT
3.5 Lettering 3.5.1 Lettering 3.5.1.1 Print letters of the alphabet • Lettering styles • Drawing • Application
between lines (Upright lettering) • Manipulation • Appreciation
3.6 Drawing 3.6.1 Basic Drawing 3.6.1.1 Explain the uses of basic • Pair of compass, • Drawing • Neatness
Instruments Drawing instruments. set squares, • Identification • Creative thinking
protractor, • Observation • Appreciation
dividers, rule
3.7 Energy 3.7.1 The torch 3.7.1.1 Identify the parts of a torch. • Bulb, Cells • Identification • Appreciation
3.7.1.2 Explain how light is produced in holder, Switch • Observation • Team work
a torch. • Production of • Analysis • Curiosity
3.7.1.3 Identify parts of a dry cell light in a torch • Interpretation • Creative thinking
3.7.1.4 Use dry cells to light a bulb. • Positive and • Problem solving • Application
negative terminals
• Lighting a bulb
3.8 Designing 3.8.1 Designing 3.8.1.1 Design and make an artifact to • Problem solving • Appreciation
and produce light • Demonstration • Application
Making • Analysis • Creative thinking
3.9 Cell Phones 3.9.1 Use of Cell 3.9.1.1 Demonstrate the ability to use • Cell phone, parts of • Identification • Application
Phones. cell phone a cellphone, • Communication • Appreciation
dialing, ending and • Demonstration
receiving a call
3.10 3.10.1 Business 3.10.1.1 Identify types of businesses in • Shop keeping, Crop • Analysis • Awareness
Entrepreneurship ventures the community and Animal related • Identification • Entrepreneurship
business, Crafts, • Marketing • Responsibility
Baking and • Communication • Creative thinking
business centers.
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GRADE 4
GENERAL OUTCOMES
• Acquire and observe safety rules to operate effectively within their working environment.

§ Demonstrate ability to construct basic shapes
§ Demonstrate ability to insert, draw and colour closed shapes
§ Identify entrepreneurial opportunities in the community
CONTENT
4.1 The Computer 4.1.1 Artistic 4.1.1.1 Identify Artistic program • Colour box, tool box, • Demonstration • Application
programme programme Components picture, button, • Observation • Team work
4.1.1.2 Demonstrate ability to use Artistic choosing a • Identification • Awareness
programme programme, opening, • Manipulation
closing and exiting
Artistic Program
(MS. Paint Brush)
4.2 Tools 4.2.1 Back saws 4.2.1.1 Explain the use of backsaws • Cutting, Tenon saw • Identification • Awareness
• Demonstration • Appreciation
4.3 Drawing 4.3.1 Drawing lines 4.3.1.1 Identify types of lines • Straight lines • Identification • Awareness
(horizontal, • Drawing • Appreciation
4.3.1.2 Construct vertical and horizontal vertical), • Accuracy • Curiosity
lines curved, centre line • Bisecting • Orderliness
4.3.1.3 Bisect lines • Constructing lines • Quality
• Bisecting lines
4.4 Drawing and 4.4.1 Inserting closed 4.4.1.1 Insert and colour basic closed • Circle, triangles • Identification • Awareness
Colouring shapes shapes and rectangle, • Drawing • Creativity
colouring • Colouring • Quality work
• Manipulation • Curiosity
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CONTENT
4.5 Angles 4.5.1 Basic angles 4.5.1.1 Identify and measure angles • Acute, Obtuse and • Identification • Awareness
Right angle • Accuracy • Application
4.5.1.2 Construct and bisect 60⁰, 30⁰ • Constructing 60⁰, • Demonstration • Team work
angles 30⁰ angles • Observation
4.6 Materials 4.6.1 Wood 4.6.1.1 Explain the various uses of wood • Furniture, • Identification • Awareness
construction • Observation • Appreciation
4.7 Lettering 4.7.1 Printing 4.7.1.1 Print simple words between lines. • Printing the words • Printing • Application
• Spacing • Appreciation
• Curiosity
4.8 Opening files 4.8.1 Opening saved 4.8.1.1 Locate and open saved files • Locating and • Manipulation • Appreciation
files opening saved files • Identification • Critical thinking
• Awareness
4.9 Light 4.9.1 Cells. 4.9.1.1 Demonstrate the connection of • Lighting a bulb • Interpretation • Creativity
cells in series to light a bulb. using cells. • Manipulation • Problem solving
• Observation • Team work
• Curiosity
4.10 Designing and 4.10.1 Designing 4.10.1.1 Design and make an artifact to • Problem solving • Appreciation
Making produce light • Demonstration • Awareness
• Analysis • Application
4.11 4.11.1 Types of 4.11.1.1 Identify entrepreneurship • Making snacks, • Identification • Appreciation
Entrepreneurship business in the opportunities in the community. bags, door mats, • Observation • Awareness
community. skipping ropes, • Marketing • Application
basket. • Analysis • Entrepreneurship
• Carpentry and • Interpretation
Welding.
• Photographing
• Interior decorating
20

GRADE 5

GENERAL OUTCOMES
• Develop competencies in the application of basic ICTs in everyday activities.
• Acquire knowledge, positive attitudes and values in designing and making artifacts.
§ Show basic knowledge and skills in making and moulding bricks/blocks

§ Demonstrate basic first aid skills.
§ Demonstrate ability to create, name and save files
CONTENT
5.1 Safety 5.1.1 Introduction to
5.1.1.1 Apply workroom rules and safety • Open workshops • Identification • Responsibility
the work room Precautions workrooms, Safety • Interpretation • Safety
rules. • Communication consciousness
5.1.2 Storage of tools. 5.1.2.3 Outline different ways of storing • Cabinet and tool box • Problem solving • Orderliness
tools. • Care of tools
5.1.3 First Aid box 5.1.3.1 Explain the importance of First • First-Aid • Identification. • Resourcefulness
Aid • Sterile bandages, • Communication • Critical thinking
5.1.3.2 Describe the content of the First burn dressing, • Improvisation • Responsibility
Aid Box bicarbonate of • Safety
soda, scissors, consciousness
adhesive plaster • Application
5.1.3.3 Demonstrate the basic • Improvisation of • Team work
application of First Aid First Aid materials. • Emergency care
5.2 Drawing and 5.2.1 Picture drawing 5.2.1.1 Draw and paint everyday • Inserting basic • Drawing • Appreciation
Colouring and painting pictures from composite shapes shapes to draw • Painting • Creativity
everyday pictures • Grouping • Team work
(house, car, person). • Manipulation • Curiosity
• Painting everyday
shapes / pictures.
21

CONTENT
5.3 Starting up 5.3.1 Starting up the 5.3.1.1 Demonstrate the correct • Correct plugging in • Observation • Application
ICT equipment. electronic procedure of starting the and out • Identification • Team work
equipment. computer, radio and • Problems for non- • Demonstration • Awareness
television. conformance to • Safety
correct procedure. consciousness
5.4 Tools 5.4.1 The work 5.4.1.1 Identify parts and use of the
• Vices, bench stop, • Identification • Appreciation
Bench workbench. well, bench hook • Classification • Awareness
5.4.2 Marking tools 5.4.1.1 Identify marking tools • Marking gauge, try- • Observation
square, mortice and
marking knife.
5.5 Windows 5.5.1 Window layout 5.5.1.1 Identify parts of windows • Title bar. • Identification • Application
System 5.5.1.2 Use windows package (Word) • Close, minimize, • Manipulation • Team work
restore, maximize • Observation • Awareness
buttons • Demonstration • Problem solving
5.6 Material 5.6.1 Wood 5.6.1.1 Demonstrate the procedure of • Choosing face side, • Planing • Appreciation
preparation preparing wood before use. and face edge. • Identification • Team work
• Wood: • Measuring • Application
5.6.2 Joining 5.6.2.1 Apply basic methods of - through housing, • Marking • Awareness
materials joining materials. - cross halving • Cutting • Curiosity
Metal: • Demonstration
- seaming
5.6.3 Building 5.6.3.1 Describe materials used to • Clay, mud, poles, • Demonstration • Awareness
Materials construct various houses. grass, iron sheets. • Observation • Application
• Manipulation • Team work
5.6.3.2 Demonstrate how to • Blocks and bricks
mould/make blocks and bricks.
22

CONTENT
5.7 Window 5.7.1 Window 5.7.1.1 Demonstrate the navigation of • Navigating • Closing • Application
Manipulation navigation windows. Windows. • Maximizing • Awareness
• Cursor shapes for • Minimizing • Curiosity
5.7.2 Cursor shapes 5.7.2.1 Identify Various Cursor shapes Busy and Ready • Identification
5.7.2.2 Explain the purpose of a Cursor • Position point and • Observation
select.
5.8 Programme 5.8.1 Locating a 5.8.1.1 Locate and move a cursor. • Cursor symbol • Identification • Application
running cursor • Moving the cursor • Observation • Awareness
and exiting using the mouse • Manipulation • Problem solving
and arrow keys. • Demonstration
5.9 Lettering Printing 5.9.1.1 Use stencils and cut out letters to • Printing the words • Printing • Appreciation
print words. • Stencils and cut out • Spacing • Curiosity
letters.
5.10 Drawing 5.10.1 Construction 5.10.1.1Construct and bisect angles. • Angles 120⁰, 90⁰, • Manipulation • Awareness
of Angles • Accuracy • Appreciation
45⁰
5.10.2 Construction 5.10.2.1Construct triangles satisfying • Bisecting • Quality
Equilateral,
of triangles given measurements • Demonstration • Application
isosceles scalene
5.10.3 Construction 5.10.3.1Construct squares and • Team work
of Rectangles and rectangles given sides. • Square, rectangles
squares
5.10.4 Construction 5.10.4.1Identify basic parts of the circle • Diameter, radius,
of circles centre-lines, centre
5.10.4.2 Construct circles satisfying • Construction of
given measurements circles
5.11 Graphics 5.11.1 Graphic 5.11.1.1 Open graphic package • Opening graphic • Manipulation • Creativity
packages 5.11.1.2 Manipulate graphic image package and image • Demonstration • Application
5.11.2 Pattern • Resize, fill colour • Identification • Inquisitiveness
creation and change colour
23

CONTENT
5.12 Designing 5.12.1 Elements of 5.12.1.1 Add text to drawing • Adding text to • Manipulation • Application
designing Graphics drawing • Creativity
5.13 Saving 5.13.1 Saving files 5.13.1.1 Distinguish between Save • Save and save as • Manipulation • Application
and Save As • Naming and • Demonstration • Creative thinking
5.13.1.2 Name and save file in a saving files. • Identification • Exploration
specific location.
5.14 Designing 5.14.1 Stages in 5.14.1.1 Apply the stages of design • Identifying a • Manipulation • Awareness
and Making designing process in making an artifact need, generating • Demonstration • Appreciation
ideas, research, • Identification • Creativeness
choosing the best
idea
5.15 Text 5.15.1 Text deletion 5.15.1.1 Delete using back space and • Deleting • Demonstration • Application
Manipulation delete keys. • Observation • Confidence
• Identification • Team Work
5.15.1.2 Demonstrate undo delete • Undo delete • Awareness
• Curiosity
5.16 5.16.1 Paragraph 5.16.1.1 Demonstrate creation of a • Enter and return• Identification • Application
Paragraphing creation paragraph key. • Demonstration • Awareness
• Typing • Creative thinking
5.17 Magnetism 5.17.1 Magnet 5.17.1.1 Identify materials attracted • Iron, paper clips, • Identification • Awareness
by the magnets. nails, paper clips. • Observation • Curiosity
• Demonstration • Appreciation
5.18 5.18.1 Costing and 5.18.1.1 Demonstrate how to cost and • Costing and pricing • Marketing • Creativity
Entrepreneurship Pricing. price crafts and services. • Advertising • Resourcefulness
• Cash, Stock and • Costing • Empowerment
5.18.2 Record 5.18.2.1 Demonstrate how to keep Sales book. • Pricing • Curiosity
keeping financial records. • Entrepreneurship

24

GRADE 6

GENERAL OUTCOMES
• Develop competencies in the application of ICTs in everyday activities.

§ Show basic knowledge and skills in preparing and joining materials.
§ Show basic knowledge and skills of creating tables and formatting text.
§ Demonstrate basic knowledge and skills in constructing basic structures.
CONTENT
6.1 Formatting 6.1.1 Text formatting 6.1.1.1 Identify different Text formats • Normal, bold and • Formatting • Application
Italic. • Identification • Inquisitiveness
6.1.1.2 Demonstrate formatting text • Underline text, • Demonstration • Awareness
remove under line, • Aligning
Font size, font type
and font colour.
6.1.2 Text alignment 6.1.2.1 Identify different text • Left, right and
alignments centre.
6.1.2.2 Demonstrate alignment of text • Left, right, centre
icons and the tab
key for text
alignment.
6.2 Materials 6.2.1 Joining 6.2.1.1 Apply basic methods of joining • Common mortice • Identification • Application
materials materials. and tenon, common • Observation • Safety
bridle • Demonstration consciousness
6.2.2 Gluing 6.2.2.1 Explain the gluing procedure • Using PVA and • Manipulation • Thriftiness
contact adhesives
• Plastic - Laminating
6.2.3 Applying 6.2.3.1 Describe the procedure of • Applying varnish
finishes applying finishes and paint
25

CONTENT
6.2 Materials 6.2.3 Construction. 6.2.3.1 Identify basic building tools • Wheel barrow, • Identification • Awareness
6.2.3.2 Explain the basic stages in Trowel, spirit level. • Designing • Appreciation
preparing land to construct a • Clearing, setting, • Demonstration • Creativeness
structure. digging, • Construction • Application
6.2.3.3 Demonstrate the ability to construction.
construct a simple structure. • Chicken run, pit
latrine, kennel or a
barn.
6.3 Lettering 6.3.1 Printing 6.3.1.1 Apply printing styles using a • Normal • Identification • Creativity
computer • Tiling • Manipulation • Application
• Presentation • Awareness
6.4 Editing 6.4.1 Text Editing 6.4.1.1 Manipulate text. • Selecting, cutting, • Manipulation • Problem solving
copying, deleting • Identification • Appreciation
and pasting. • Editing
6.5 Designing 6.5.1 Stages in the 6.5.1.1 Outline the stages in the design • Theme, Problem • Designing • Application
and design process. process identification, • Interpretation • Appreciation
Making generation of ideas. • Problem solving • Team work
6.6 Graphical and 6.6.1 Clip and Word 6.6.1.1 Identify icons for clip and word • Clip art and word • Identification • Creativity
Word Art art art art icons. • Manipulation • Application
Operations • Inserting, moving, • Presentation • Awareness
6.6.1.2 Manipulate clip and word art. deleting and
resizing.
6.7 Drawing. 6.7.1 Polygons 6.7.1.1 Construct regular polygons. • Hexagon and • Identification • Appreciation
Pentagon using the • Demonstration • Quality
General method. • Accuracy • Awareness
• Application
6.7.2 Isometric 6.7.2.1 Construct simple objects in • Isometric drawings • Demonstration • Application
drawing Isometric. • Observation • Quality
• Accuracy • Critical thinking
26

CONTENT
6.8 Tables 6.8.1 Inserting tables 6.8.1.1 Create tables in word by • Inserting tables, • Demonstration • Application
inserting additional rows and • Manipulation • Creative thinking
columns. • Identification
• Deleting columns • Observation
rows and tables.
• Merging cells
6.8.1.2 Enter data in the table • Entering and
deleting data
6.9 Energy 6.9.1 Electricity 6.9.1.1 Demonstrate the ability to • Naked wires, wet • Identification • Awareness
observe safety precautions hands, insulation • Interpretation • Application
when using electricity. • Observation • Safety
consciousness.
6.10 6.10.1 6.10.1.1 Explain why • Source of income, • Identification • Creativity
Entrepreneurship Entrepreneurship as a entrepreneurship is a good career. job creation, self- • Interpretation • Resourcefulness
career employment • Observation

27

GRADE 7

GENERAL OUTCOMES
• Develop competencies in the application of ICTs in everyday activities.

§ Show basic knowledge and skills in designing and producing an artifact.
§ Show basic knowledge and skills in navigating windows on the computers.
§ Demonstrate basic knowledge and skills in running and managing entrepreneurial ventures.
CONTENT
7.1 Printing 7.1.1 Page Set up 7.1.1.1 Print word documents. • Page set up icon, • Identification • Application
and Printing portrait and • Observation • Productivity
landscape, proof • Demonstration • Awareness
reading, print • Proofreading
preview, printing
from a default
printer.
7.2 Drawing 7.2.1 Introduction to 7.2.1.1 Convert simple solids from • Front Elevation, • Identification • Appreciation
orthographic isometric to orthographic plan, End • Interpretation • Accuracy
projection projection. Elevation • Drawing • Critical thinking
7.2.2 Basic • Awareness
building 7.2.2.1 Draw elevations of a simple
drawing. conventional house.
7.3 Materials 7.3.1 Nails 7.3.1.1 Use common nails to join • Wire nails, roofing, • Identification • Appreciation
materials. tack nails • Classification • Application
• Observation • Awareness
7.3.2 Joining 7.3.2.1 Apply basic methods of • Butt joint • Nailing
materials joining materials.
28

CONTENT
7.4 Calculator 7.4.2 System 7.4.1.1 Use the system calculator • Changing calculator • Demonstration • Application
calculator to perform elementary type (standard, • Manipulation • Interpretation
operations scientific) • Computation • Awareness
• Calculations.
• Copying from
calculator to word
7.5 Energy 7.5.1 Lamp shade 7.5.1.1 Demonstrate ability to design • Analysis • Application
and make a simple lamp shade • Identification • Appreciation
• Interpretation • Critical thinking
7.6 The Internet 7.6.1 Internet risks 7.6.1.1 Identify the risks associated • Web risk awareness • Communication • Accountability
with the internet. (cyber crimes, • Analysis • Responsibility
undesirable materials) • Identification • Awareness
• Interpretation • Assertiveness
• Safety consciousness
7.7 Searching and 7.7.1 External 7.7.1.1 Save and retrieve • CD ROM and flash • Identification • Application
Retrieving storage information from external Disc • Demonstration • Productivity
Information devices storage devices. • Awareness
• Application
7.7.2 The World • World Wide Web • Appreciation
Wide Web 7.7.2.1 Search for specific Selecting relevant
(www) information from the internet. Information (sifting)
7.8 Designing 7.8.1 Stages in 7.8.1.1 Demonstrate the ability to • Stages in design • Portfolio making • Application
and Making designing produce an artifact based on process, contents • Demonstration • Appreciation
the portfolio • Analysis • Critical thinking
7.9 7.9.1 7.9.1.1 Form small entrepreneurship • Entrepreneurship • Marketing • Creativity
Entrepreneurship Entrepreneurship as a groups for small scale businesses. groups • Advertising • Resourcefulness
career • Costing • Assertiveness
• Record keeping • Accountability
• Team work
29

PROJECT EVALUATION SHEET

How well did I work on the project?
YES NO REASON FOR MY ANSWER

1. I managed my time well.
2. I selected and used my equipment.
3. I kept my work area tidy.
4. I worked well with others.
5. I have enjoyed my work.
6. I did some research on the project
7. I have learnt something new from the project
8. If I were to make the project again, I would make some

modifications
9. I made some changes on my drawings
10. I want to tell others about my success.
30

EQUIPMENT AND TOOLS FOR DESIGN TECHNOLOGY IN PRIMARY SCHOOLS
APPENDIX 1
A Graphic Communications Equipment

A3 Drawing Boards 300 mm Rule Compass and Dividers
Drawing Boards Clips A3 Tee Squares Set Squares
B Tools and Equipment

Measuring and Marking Out Tools
Measuring Tape Punches: Centre and dot Marking Knife
Steel Rules Gauges: Marking, Mortice Pencil
Try Squares, Sliding Bevel Compass
Cutting Tools
Saws: Planes: Files: Flat, Half round, Triangular, Square
Bench: Rip, Cross cut Jack, smoothing, spoke shaves rasp
Back: Tenon, Dovetail Chisels (Wood): Mortice, Paring,
Frame: Coping, Bow, hacksaw, Bevel edged
Metal: Flat cold, Half round, Cross cut
Driving Tools
Hammers: Mallets: Screwdrivers:
Claw, Ball pein, Cross pein, Carpenter’s, Bossing, Rubber Flat, Phillips
Holding Tools Boring: Ratchet brace, Twist bits,

Vices: Wood bench vice, Metal bench G- Cramp, Sash Cramp Centre bit, Countersunk, Auger bit
vice,
Hand vice Bench holdfast Drills: Hand drill, Breast drill
31

Technology Studies Primary School Syllabus: (GRADE 1 - 7)

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MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

Published by the Curriculum Development Centre

© Curriculum Development Centre, 2012

C.N.M. Sakala (Mrs.)

AIMS OF TEACHING TECHNOLOGY STUDIES

RATIONALE OF TECHNOLOGY STUDIES

KEY COMPETENCIES OF TECHNOLOGY STUDIES

SUGGESTED TEACHING METHODOLOGY

OUTLINE OF THE SYLLABUS

KEY COMPETENCES AT GRADE 1 LEVEL

KEY COMPETENCES AT GRADE 2 LEVEL

2.3.1.3 Associate changes on the monitor • Navigation of the

KEY COMPETENCES AT GRADE 3 LEVEL

KEY COMPETENCES AT GRADE 4 LEVEL

§ Show basic knowledge and skills in making and moulding bricks/blocks

KEY COMPETENCES AT GRADE 6 LEVEL

KEY COMPETENCES AT GRADE 7 LEVEL

PROJECT EVALUATION SHEET

How well did I work on the project?

YES NO REASON FOR MY ANSWER

2. I selected and used my equipment.

3. I kept my work area tidy.

4. I worked well with others.

5. I have enjoyed my work.

6. I did some research on the project

7. I have learnt something new from the project

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

10. I want to tell others about my success.

EQUIPMENT AND TOOLS FOR DESIGN TECHNOLOGY IN PRIMARY SCHOOLS

A Graphic Communications Equipment

B Tools and Equipment

Holding Tools Boring: Ratchet brace, Twist bits,

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