MINISTRY OF PRIMARY AND SECONDARY

EDUCATION

BUILDING TECHNOLOGY AND DESIGN

SYLLABUS

FORM 5 – 6

2024 - 2030
Curriculum Development Unit
P. O. Box MP 133
Mount Pleasant
HARARE

© All Rights Reserved

Revised 2024

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ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their
valued contribution in the production of this syllabus:

• The Building Technology and Design Syllabus Panel

• Zimbabwe School Examinations Council (ZIMSEC)
• Ministry of Higher and Tertiary Education, Innovation, Science and Technology
Development (MoHTEISTD)
• United Nations Children’s Fund (UNICEF)
• United Nation Educational Scientific and Cultural Organisation (UNESCO)

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 Table of Contents

1.0 PREAMBLE.................................................................................................................................................... 4
1.3 Summary of Content ................................................................................................................................. 5
2.0 PRESENTATION OF THE SYLLABUS................................................................................................... 6
3.0 AIMS ................................................................................................................................................................ 6
4 OBJECTIVES ..................................................................................................................................................... 7
5 METHODOLOGY AND TIME ALLOCATION .......................................................................................... 8
6 TOPICS ............................................................................................................................................................... 9
7 SCOPE AND SEQUENCE CHART ............................................................................................................... 1
8. COMPETENCY MATRIX .................................................................................................................................... 3
FORM 5 ........................................................................................................................................................................ 3
FORM 6:.................................................................................................................................................................... 15
9.0 ASSESSMENT ............................................................................................................................................... 1

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 1.0 PREAMBLE

1.1 Introduction

The heritage-based Building Technology and Design Syllabus is

designed for Form 5 and 6 learners who have done Building
Technology and Design from Form 1 - 4. It seeks to promote the
realisation and utilisation of Zimbabwe Architecture through
research in order to generate designs based on Indigenous
Knowledge Systems (IKS). It taps from the unique heritage sites
such as The Great Zimbabwe monument and other indigenous
designs within Southern Africa to strengthen creativity and
innovation. The syllabus embraces inclusivity and gender stereo-
type in the learning and teaching of Building Technology and
Design. Practical, Theoretical, Research and Problem-solving
approaches are used in the acquisition of competency-based skills,
knowledge and attitudes which are relevant to the requirements of
construction industry, commerce, further studies and enterprise.

1.2 Rationale

The Building Technology and Design syllabus is concerned with

the development of heritage-based skills in the design and
construction of the built environment. The emphasis is on the
learner’s role in employing problem solving skills in making and
shaping their environment whilst producing goods and services for
their families, communities and the nation at large. The syllabus
sets out to promote desirable enterprise and life-long learning
skills relevant to contemporary society through the use of Building
Technology and Design competences and techniques.

The Building Technology and Design syllabus enables learners

to develop the following competences:
• knowledge

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 • values
• attitudes
• positive disposition
• innovation
• invention
• creativity
• problem solving
• project management
• value addition and beneficiation
•
1.3 Summary of Content
This syllabus covers theory, practical and problem-solving activities in
areas such as:
• Safety and Health
• Science of materials
• Site surveying
• Quantity surveying and estimating
• Structural analysis
• Architecture
• Management of construction projects
• Maintenance and renovation
• Building control and development
• Renewable energy
• Intellectual Property

1.4 Assumptions
The syllabus assumes that learners have knowledge of:
• Health and Safety
• Building drawing and design
• Material science
• Methods of work
• Engineering science
• Intellectual property rights
• Use and maintenance of tools and equipment
• Enterprise skills
• Estimations

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1.5 Cross- Cutting Themes

Building Technology and Design syllabus as a learning area encompasses

and has a universal thrust on the following cross-cutting themes:

• Health and wellbeing

• Entrepreneurship
• ICT
• Children’s Rights and Responsibilities
• Disaster Risk Management
• Environmental Management
• Climate change

2.0 PRESENTATION OF THE SYLLABUS

The Building Technology and Design Syllabus is a single document

covering Form 5 and 6. It contains the preamble, presentation of syllabus,
aims, objectives, methodology, assumptions, cross cutting themes, topics,
scope and sequence, competency matrix and assessment.

3.0 AIMS

The syllabus aims to help learners to:

3.1 appreciate the importance of safety and health in the environment

3.2 apply scientific concepts and principles of building engineering
3.3 carry out site surveying
3.4 calculate building material quantities and estimations
3.5 promote appreciation of architecture in building design and
construction
3.6 observe the need for legislation and proper management of
building projects

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 3.7 develop a culture of maintenance, value addition and
beneficiation
3.8 value and utilise renewable sources of energy

4 OBJECTIVES
Learners should be able to:

4.1 observe health and safety regulations

4.2 select appropriate materials to use during construction
4.3 apply knowledge of science of materials to building construction
4.4 demonstrate the correct use of tools and equipment
4.5 calculate bill of quantities
4.6 solve construction related challenges in their families,
communities and nation
4.7 budget resources for the construction of a building project
4.8 analyse forces that act on building structures
4.9 demonstrate understanding of principles of maintenance, value
addition and beneficiation in their communities
4.10 demonstrate understanding of legislation governing construction
projects
4.11 justify the significance of renewable sources of energy as
alternatives in buildings
4.12 demonstrate desirable interpersonal dimensions, attitudes, moral
and ethical values in construction
4.13 demonstrate enterprise skills through planning, development,
implementation and evaluation of projects.

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5 METHODOLOGY AND TIME ALLOCATION

5.1 METHODOLOGY

The syllabus is based upon interactive, learner – centred, sensory and

hands-on approaches. Principles of individualisation, team work and
research should influence the use of the suggested methods. Methods and
principles used encourage curiosity and promote practical orientated
learning whereby learners apply their experiences, knowledge, skills and
positive attitudes. The approaches should also create awareness of
indigenous knowledge systems and sustainability by involving learners in
environmental and waste management issues. The syllabus encourages the
use of Computer Aided Design (CAD) in the production of drawings.

The following are some of the suggested methods:

5.1.1 Case study

5.1.2 Discussion
5.1.3 Project based learning
5.1.4 Educational tour
5.1.5 E-learning
5.1.6 Experimentation
5.1.7 Individualization
5.1.8 Problem solving
5.1.9 Research
5.1.10 Demonstration
5.1.11 Survey
5.1.12 Visual tactile
5.1.13 Gallery walks
5.1.14 Group work
5.1.15 Shadowing

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5.2 TIME ALLOCATION:

Ten periods of 40 minutes per week should be allocated to adequately

cover the syllabus. Time should be allocated for drawing, theory and
practical. Learners should be engaged in at least two educational tours per
year, one exhibition per year, one seminar per term and attachment of two
weeks of the April/May of Form six (6) school vacation.

6 TOPICS

6.1 Safety and Health

6.2 Science of materials
6.3 Site surveying
6.4 Quantity surveying and estimating
6.5 Structural analysis
6.6 Architecture
6.7 Management of construction projects
6.8 Maintenance and renovation
6.9 Building control and development
6.10 Renewable energy
6.11 Intellectual Property/patents/ownership

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7 SCOPE AND SEQUENCE CHART

TOPIC FORM 5 FORM 6

7.1 Health and Safety • Disaster management • Waste management

8 • Work site management • Environmental impact assessment
• Occupational Health and safety .
7.2 Science of materials • Properties and characteristics of materials • Material tests

7.3 Site surveying • Land surveying

7.4 Quantity surveying and • Quantity surveying • Tendering and estimating

estimating • Measurement of building works

7.4 Structural analysis • Forces on building structures • Design of structures

7.6 Architecture • Zimbabwe architecture • Design, drawing and modeling

• African architecture (Southern Africa)
• Exotic Architecture (Roman and Greek)
• Design and Drawing
7.7 Management of construction • Contracts • Business models
projects • Management of construction projects

7.8 Maintenance and renovation • Rehabilitation and maintenance of infrastructure

• Adaptation of buildings

• Building constructional processes • Building model by-laws

7.9 Building control and
development

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TOPIC FORM 5 FORM 6

7.10 Renewable energy • Renewable energy systems

7.11 Intellectual property rights • Patenting

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 8. COMPETENCY MATRIX
FORM 5

8.1 HEALTH AND SAFETY

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (knowledge, skills, values AND ACTIVITIES RESOURCES
able to and attitudes)
DISASTER • Demonstrate fire • Fire drill procedures • Demonstrating fire • procedure manual
MANAGEMENT drill procedures drill procedures • assembly points
• Reacting to fire • resource persons
drills • firefighting
• Identify safety • Equipment equipment
outlets • International • Selecting the right • ICT tools
organisation for equipment/procedur • Regulatory Acts
• identify standards (ISO) es • Standards
equipment for use certification Association of
in fire drills Zimbabwe (SAZ)

• support the
affected

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WORK SITE • Plan the layout • Layout • Planning • Print media
MANAGEMENT design • ICT tools
• Work site plans
• demonstrate • Organization • Organizing
organizational
structure of a
work site
• Maintenance • Monitoring and
• demonstrate repairing within the
maintenance school and
culture community
OCCUPTIONAL • determine the • Work environment • Determining the level • educational tour
HEALTH AND SAFETY level of health and • Work procedures of health and safety • ICT tools
safety in various - rules in various work • Health and Safety
work - regulations environments Act
environments (research)

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 8.2 TOPIC:2 Science of materials

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, AND ACTIVITIES RESOURCES
values and attitudes)
Properties and • describe properties of • Physical and • Describing properties • print media
characteristics materials chemical properties of materials • ICT tools
of materials • materials

• Working properties • Explaining the

• explain the working of materials working properties of
properties of materials materials

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 8.3 TOPIC: 3 Site surveying

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, AND ACTIVITIES RESOURCES
values and attitudes)
LAND SURVEYING • discuss land surveying • Land survey • Discussing land • resource persons
procedures procedures surveying procedures • surveying tools
• ICT tools
• educational tours
• Describing principles
• charts
• describe principles and • Concepts, principles and techniques
• Tools and equipment
techniques and techniques •
• Identifying surveying
• Tools and equipment tools and equipment
• Identify surveying tools and
equipment • Describing use and
• Land survey care of surveying
methods tools and equipment
• describe use and care of
tools and equipment • Describing methods
of surveying
• Demonstrating
procedures of
• Describe surveying surveying
methods
• demonstrate surveying
methods

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 8.4 TOPIC 4: QUANTITY SURVEYING AND ESTIMATING

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, values AND ACTIVITIES RESOURCES
and attitudes)
• Quantity surveying • discuss the principles of • Theory of quantity • Outlining of principles • Resources
quantity surveying surveying of quantity surveying persons
• ICT tools
• explain the role of the • Role of the quantity • Explaining the role of • Site visits
quantity surveyor surveyor quantity surveyor • educational
tour

• demonstrate procedures of • Procedure of calculating • Demonstrating

calculating building building quantities: procedures of
quantities -taking off calculating building
-waking up quantities
-abstracting
-bill of quantities

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 8.5 TOPIC: 5 STRUCTURAL ANALYSIS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, AND ACTIVITIES RESOURCES
values and attitudes)
FORCES ON BUILDING • describe types of forces • Forces acting on • Describing types of • Resource person
STRUCTURES structures: forces • Print media
-compression • ICT tools
• Samples
-tension
-shear
-torsion
-strain
-stress
• discuss effects of forces
• Effects of forces on • Discussing the effects
structures of forces on buildings
- foundations
- walls
- columns
- beams
• calculate slenderness ratio - trusses • Calculating
of walls and columns • Slenderness ratio slenderness ratio of
walls and columns

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 8.6 TOPIC: 6 ARCHITECTURE

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
Zimbabwe Architecture • identify indigenous • Indigenous designs • Identifying • Print /embossed media
designs (cultural indigenous designs • ICT tools
perspective) • Resource person
• Heritage sites
• Braille material and
• analyze structures of • Heritage sites eg: • Analyzing structures equipment
indigenous designs Great Zimbabwe of indigenous designs • Talking books

• Analyzing
• analyze architectural architectural
significance of heritage significance of
sites heritage sites

African Architecture • identify relationships of • Designs and patterns • Identifying • Print /embossed media
(Southern African) the designs and patterns relationships of the • ICT tools
used designs and patterns • Resource person
• Heritage sites
used
• Braille material and
equipment
• Talking books

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Exotic Architecture • analyze the Roman and • Roman architecture • Analyzing the Roman • Print /embossed media
Greek architectural • Greek architecture and Greek • ICT tools
designs architectural designs • Resource person
• Heritage sites
• Braille material and
equipment
• Talking books

DESIGN AND DRAWING • generate design • Working • Generating design • Samples

ideas drawings of single ideas • ICT tools
storey buildings. • Print media

• produce working • Producing working

drawings of single drawings of single
storey buildings. storey buildings.

• Architectural • Applying
• apply architectural concepts architectural
concepts to design concepts to design
buildings buildings.

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 8.7 TOPIC:7 MANAGEMENT OF CONSTRUCTION PROJECTS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
Building Contracts • identify types of • Types of contracts • identifying types of • Resources persons
• Sample contract
contracts agreement contracts documents

• Contract
• distinguish contract documents • distinguishing
documents contract documents

• evaluate legal • evaluating legal

provisions in provisions in
contracts contracts

MANAGEMENT OF • discuss construction • Project as a • Discussing • ICT tools

CONSTRUCTION project management concept construction • Resource
PROJECTS
concepts • Management project persons
concepts: management • Educational
-planning concepts tours
-organizing

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 -directing
/controlling
• distinguish project -leading
team roles
• Distinguishing
• Project team roles project team roles
• construct scheduling
techniques • Constructing
• Scheduling scheduling
• examine sequence of techniques techniques
operation for -Gantt chart
economic • Examining
production • Cost benefit sequence of
analysis operation for
economic
production

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 8.8 TOPIC 8 MAINTENANCE AND RENOVATION

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, AND ACTIVITIES RESOURCES
values and attitudes)
REHIBILITATION AND • develop a maintenance • Maintenance • Developing a • ICT tools
MAINTENANCE OF culture. culture maintenance • Resource
INFRASTRUCTURE
culture. persons
• Talking books
• distinguish between • Planned and • Distinguishing
planned and unplanned unplanned between planned
maintenance. maintenance and unplanned
maintenance.

• justify rehabilitation,
value addition and • Rehabilitation, • Justifying
beneficiation. value addition and rehabilitation,
beneficiation value addition and
beneficiation.

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ADAPTATION OF • discuss requirements • Change of • Discussing • Resource
BUILDINGS for change of building building use requirements for persons
use (adaptation) change of structure • Educational
use tours
• By-laws
• observe steps followed • Procedure for • Observing steps
when adapting changing building followed when
buildings use adapting buildings

• Identifying effects
• identify effects of • Effects of change of building
building adaptations in building use adaptations

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 8.9 TOPIC 9 BUILDING CONTROL AND DEVELOPMENT

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
BUILDING • describe stages • Stages in building • Describing stages • ICT tools
CONSTRUCTIONAL involved in building construction involved in • Sites visits
PROCESS
constructional processes. building • Electronic media
processes -preliminary site constructional • Print media
work processes
-sub-structure
work
-super structure
work

9 FORM 6:

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 8.10 TOPIC:1 HEALTH AND SAFETY
SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
8.1 Waste Management • identify methods of • Waste disposal • Identifying • ICT tools
waste management methods methods of waste • Print media
disposal • Resources
• observe relevant persons
by-laws • by-laws • observing relevant • site visits
by-laws • waste matter

• examine alternative • examining

strategies for • waste alternative
managing waste management strategies for
methods managing waste

Environmental impact • assess the • environmental • implementing • ICT tools

assessment construction control environmental • Print media
environment impact assessment • Resources
persons
• reducing, reusing, • site visits
recycling • waste matter

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 TOPIC 2: SCIENCE OF MATERIALS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
Material tests • demonstrate • Soil tests • Demonstrating • Educational
different material • Concrete tests different material tours
tests • Brick tests tests • Real material
• Timber tests • Testing
• Steel tests equipment
• Cement tests • ICT tools
• Resource
persons
• print media

TOPIC 4 QUANTITY SURVEYING AND ESTIMATION

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to (knowledge, skills, values AND ACTIVITIES RESOURCES
and attitudes)
Tendering and estimating • Identify types of tenders • Tender process and • Identifying types of • ICT tools
procedures tenders • Resource
persons
• • Educational
• Describe the process of Tendering documents • Describing the process tours
tendering of tendering • Braille

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 • types of tenders • Explaining the • Talking books
• Explain the importance of • Estimation importance of estimation
estimation

TOPIC: 5 STRUCTURAL ANALYSIS

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SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able to (knowledge, skills, AND ACTIVITIES RESOURCES
values and attitudes)
Design of structures • illustrate knowledge of • Design of structures • Illustrating • ICT tools
forces by designing such as: knowledge of forces • Resource persons
structures -Roof
by designing • Educational tours
-Beams • Braille
structures
-Columns • Talking books
-Foundations
-Stair cases
-Deck
-Water reservoirs
-Bridges
-Arches

TOPIC 6: ARCHITECTURE

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SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
DESIGN DRAWING AND • design to meet client’s • Design process • Designing to meet • ICT tools
MODELING brief client’s brief • Print media
(school and • Suitable model making
material
community)
• Sample designs
• apply CAD skills to • Computer Aided • Applying CAD skills • Videos
solve practical design (CAD) to solve practical
problems in their applications problems in their
communities communities
• Computer Aided • Manufacturing
Modeling (CAM) artifacts using CAM
applications applications

• evaluate own work • Design realisation • Evaluating own work

basing on the design basing on the design

• Producing realistic
• produce realistic artefacts
artefact

TOPIC 7 MANAGEMENT OF CONSTRUCTION PROJECTS

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SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
Business Enterprises • identify business • Business models • Identifying business • ICT tools
models models • Resource persons
• Print media
• Educational tours
• discuss enterprise skills • Enterprise skills • Discussing enterprise
skills
• develop project
proposals • Project proposals • Developing project
• calculate production proposals
costs • Budgets and • Calculating
production costs production costs
Patenting • describe the patenting • Patenting process • Describing the • ICT tools
process patenting process • Resource persons
• Print media
• Educational tours
• carry out patenting • Copyrights and • Carrying out
procedures to protect claims patenting procedures
innovations and to protect innovations
inventions and inventions

TOPIC: 9 BUILDING CONTROL AND DEVELOPMENT

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SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
BUILDING MODEL • identify relevant by- • Building model by-laws • Discussing relevant • Resource
BY-LAWS laws for planning and by-laws for planning persons
construction purposes and construction
• Local authorities
purposes
• describe building • Model building
• Building regulations
regulations governing • Describing building by-laws
stages of development regulations governing • ICT tools
stages of development • Talking books

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 TOPIC 10 RENEWABLE ENERGY SYSTEMS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
RENEWABLE ENERGY • identify types of • Types of • Identifying • Educational
SYSTEMS renewable energy renewable energy renewable energy tours
systems systems: systems • Resource
-photo voltaic persons
system (PV) • ICT tools
-hot water system • Safety
-bio gas digester Regulations Act
• Equipment for
• identify equipment solar energy • Identifying
for solar energy systems equipment for solar
systems energy systems
• Importance • Explaining the
• explain the of renewable importance of
importance of energy systems renewable energy
renewable energy systems in
systems in buildings buildings

• design and construct • Bio-gas digester • Designing and

a bio-gas digester constructing a bio-
gas digester for a

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• observe safety school or
considerations in the • Safety community.
construction of considerations • Observing safety
renewable energy considerations in
systems the construction of
renewable energy
systems

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 TOPIC 11. INTELLECTUAL PROPERTY RIGHTS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (knowledge, skills, AND ACTIVITIES RESOURCES
to values and attitudes)
PATENTING • describe the patenting • Patenting process • Describing the • Resource persons
process • Copyrights and patenting process • ICT tools
• Print media
claims
• Patents Act
• carryout patenting • Carrying out
procedures to protect patenting procedures
innovations and to protect innovation
inventions and inventions

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9.0 ASSESSMENT

Learners shall be assessed through School Based Continuous Assessment (SBCA)

and Summative Assessment (SA). These assessments shall be guided by the principles
of inclusivity, practicability, authenticity, transparency, flexibility, validity and
reliability. The principles are crucial for creating a supportive and effective learning
environment that fosters growth and development in learners. Arrangements,
accommodations and modifications shall be visible to enable candidates with special
needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of
assessment, and the specification grid.

9.1 ASSESSMENT OBJECTIVES

By the end of the learning phase, learners will be assessed on the ability to:

9.1.1 observe health and safety regulations.

9.1.2 select appropriate materials to use during construction processes
9.1.3 apply knowledge of science of materials to building construction.
9.1.4 demonstrate the correct use of tools and equipment
9.1.5 calculate building material quantities.
9.1.6 apply knowledge of architectural concepts, principles and skills in
order to solve construction related challenges in their communities.
9.1.7 budget resources for the construction of a building project.
9.1.8 analyze forces that act on building structures.
9.1.9 demonstrate understanding of principles of maintenance, value
addition and beneficiation in their communities.

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 9.1.10 demonstrate understanding of legislation governing construction
projects.
9.1.11 justify the significance of renewable sources of energy as alternatives
in buildings.
9.1.12 demonstrate desirable interpersonal dimensions, attitudes, moral and
ethical values in construction
9.1.13 demonstrate enterprise skills through planning, development,
implementation and evaluation of projects.

9.2 Assessment Model

Assessment of learners shall be both Continuous and Summative as illustrated in
Figure 1. School Based Continuous Assessment shall include recorded activities from
the School Based Design Projects done by the learners. The mark shall be included
on learners’ end of term and year reports. Summative assessment at school level shall
include terminal examinations which are at the end of the term and year.

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 Assessment Of Learner
Performance in Building
Technology and Design

School Based Continuous

Assessment Summative Assessment
20% 80%

School Based Project

Profiling 20% Paper 1 Paper 2

Exit Continuous
Assessment Mark Summative
Profile (20%) Assessment Mark
Certificate (80%)

Final Mark (Continuous + Summative) =

100%

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner
profile certificates shall be issued for checkpoints assessment in schools as per the
dictates of the Teacher’s Guide to Learning and Assessment. The aspects to be
profiled shall include learner’s prior knowledge, values and skills, and subsequently
the new competences acquired at any given point.

9.3 Scheme of Assessment

Learners at secondary level will be assessed using both School Based Continuous
Assessment and Summative Assessment. From Form 1 -4, learners will do a school-
based project per form, per year and per learning area which will contribute 20% to
the end of term and year mark. Public examination candidates at secondary level are
expected to complete two (2) school-based projects per learning area at form 5 and 6
level, which will contribute 20% to the final mark at Form 6.

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 FORM OFASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.4: School – Based Project: Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School
Based Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related February 10
ideas to the
problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most April-May 5
suitable solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution August-September 5
and Recommendations
TOTAL 50

The learning and assessment scheme shows the stages that shall be executed by
pupils and the timeline at which each stage shall be carried out. Possible marks,
totalling 50, are highlighted to indicate how much can be allocated.

9.5 Description of the Summative Assessment

Summative assessment consists of two (2) papers of equal weighting.

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Paper Paper type Marks Duration Weighting

1 Structured questions 80 3 hours 40%

2 Practical examinations 80 3 hours 40%

TOTAL 80%

9.4 SPECIFICATION GRID

ASSESSMENT PAPER 1 PAPER 2

OBJEC- TIVES Theory/Drawing Practical
9.10.1 * *
9.10.2
9.10.3 *
9.10.4 *
9.10.5 *
9.10.6 *
9.10.7 *
9.10.8 *
9.10.9 *
9.10.10 * *
9.10.11 *
9.10.12 * *
9.10.13 *
9.10.14 *
9.10.15 *
Weighting 30% 30%

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 Objectives/Components Paper 1 Paper 2

Knowledge with 40 20
understanding
Practical skills and their 40 50
application
Decision making and 20 30
judgement
Total 100% 100%

SUMMATIVE ASSESSMENT
Paper 1: Theory, Drawing and Design The paper consists of 3 sections i.e. Section A,
Section B and Section C
SECTION A
Four compulsory structured questions on Theory and Drawing will be answered
SECTION B
Two questions will be answered out of 6 questions on Metal Technology
SECTION C
One compulsory question will be answered on Design and Drawing
TIME: 3 hours
WEIGHTING: 40% PAPER 2: PRACTICAL
Paper 2: A practical test piece based on Metal Technology application will be set.
Candidates will be required to work from dimensioned diagrams, written
descriptions or scaled drawings.
Time: 3 hours 15 minutes
Weighting 40%