ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

DESIGN
AND TECHNOLOGY
SYLLABUS

FORMS 5 - 6

2015 - 2022
Curriculum Development and Technical Services
P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Design and Tecvhnology Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education would like to acknowledge contributions made by the
following towards the development and production of this syllabus:

• The National Design and Technology Syllabus Panel

• Zimbabwe School Examinations Council(ZIMSEC)
• Belvedere Technical Teachers’ College
• University of Zimbabwe: Department of Technical Education (UZ)
• National University of Science and Technology (NUST)
• Captains of Industry
• United Nations Children’s Emergency Fund (UNICEF)
• United Nations Educational, Scientific and Cultural Organization (UNESCO)

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Design and Technology Syllabus Forms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS......................................................................................................................i

CONTENTS............................................................................................................................................ii

1.0 PREAMBLE.....................................................................................................................................1

2.0 PRESENTATION OF SYLLABUS...................................................................................................1

3.0 AIMS.................................................................................................................................................2

4.0 SYLLABUS OBJECTIVES..............................................................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION...................................................................................2

6.0 TOPICS............................................................................................................................................2

7.0 SCOPE AND SEQUENCE...............................................................................................................3

FORM 5..................................................................................................................................................4

8.0 COMPETENCY MATRIX..................................................................................................................4

FORM 6..................................................................................................................................................11

8.0 COMPETENCY MATRIX..................................................................................................................11

9.0 ASSESSMENT.................................................................................................................................16

DESIGN AND TECHNOLOGY ASSESSMENT MODEL.......................................................................18

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Design and Technology Syllabus Forms 5 - 6

1.0 PREAMBLE 1.3 Summary of Content

1.1 Introduction This syllabus covers theory and practical activities in

Design and Technology.
The Design and Technology syllabus is designed for
Forms 5-6 learners who have done Design and Technol- It focuses on:
ogy, Wood Technology and Design, Metal Technology
and Design, Building Technology and Design, Technical • Health and Safety
Graphics and Design and Art and Design from Forms • Product Design
1-4. It uses scientific, technological, engineering, • Graphic Design
mathematical (STEM) principles and design processes • Materials
in solving problems through creativity, innovation and • Systems and Control
invention for cultural and economic well-being of society. • Value Addition and Beneficiation
This approach encourages the acquisition of competen- • Intellectual Property Rights
cy-based technological skills, knowledge and attitudes
which are relevant to the requirements of trade and
industry, further studies and self-reliance. The syllabus 1.4 Assumptions
embraces inclusivity in the learning and teaching of
Design and Technology. The syllabus assumes that learners have knowledge in
the following:

1.2 Rationale • Drawing standards and conventions

• Material Science
The educational philosophy of the syllabus is concerned • Product Design
with the development of competency based skills and • Enterprise Education
ethical attributes (Unhu/Ubuntu/Vumunhu) which empha- • Information and Communication Technology (ICT)
size the learners’ role in making and shaping the envi-
ronment whilst adding value to it. This encourages the
learner to employ design and technological skills through
problem solving processes to produce value added 1.5 Cross - cutting themes
products using appropriate equipment and materials for
the community, nation and global markets. It enables In order to foster competency development for further
learners to design products which can be patented. studies, life and work, the following cross-cutting issues
The syllabus enables learners to explore numerous have been taken into consideration:
Design and Technology career opportunities. This also
encourages learners to value the use of multi- materials, • Inclusivity
Science, Mathematics and other related learning areas. • Environmental issues
• Information Communication Technology (ICT)
The Design and Technology syllabus enables learners to • Disaster Risk Management
develop skills in: • Life Skills
• Respect for life
• Creativity • Heritage studies
• Invention
• Innovation
• Design thinking 2.0 PRESENTATION OF
• Enterprising SYLLABUS
• Value addition and beneficiation
• Problem solving The Design and Technology syllabus is a single
• Leadership document covering Forms 5-6. It contains the Preamble,
• Communication Aims, Objectives, Syllabus Topics, Methodology, Scope
and Sequence, Competency Matrix and Assessment

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Design and Technology Syllabus Forms 5 - 6

3.0 AIMS 5.0 METHODOLOGY AND TIME

ALLOCATION
The aims are to help learners to:
Methodology
3.1 design value-added products that solve local
problems and engage in inventions for the This syllabus is based on learner-centred and multi-sen-
community, nation and the ever changing tech- sory approaches in the learning and teaching of Design
nological world and Technology. Material Science, Technology, Engineer-
3.2 apply indigenous knowledge systems to de- ing, Mathematics and Drawing should be integral.
sign in the areas of social, economic, culture
and the environment The approaches should involve application of principles
3.3 apply enterprise skills through problem solving of sustainability. The use of ICT, Computer Aided
3.4 exercise judgment of aesthetic, ergonomic, Design/Manufacturing (CAD/CAM) is a requirement.
anthropometric and technological nature
3.5 foster a range of transferable skills and attri- Suggested Methods
butes
3.6 apply communication and critical thinking skills • Discussion
central to design, making and evaluation • Project work
3.7 patent their products • Group work
• Experimentation
• Problem solving
4.0 SYLLABUS OBJECTIVES • Demonstration
• Educational tours
Learners should be able to: • Resource persons
• Observation
4.1 observe health and safety procedures in the • Team teaching
design and manufacture of products • Exhibition
4.2 experiment with design ideas to solve commu-
nity based problems Time Allocation
4.3 use appropriate materials and equipment to
attain quality products Fourteen periods of 40 minutes each per week should
4.4 plan production processes be allocated to adequately cover the syllabus. Two
4.5 undertake market research double periods for theory and two blocks of 5 periods for
4.6 identify situations for which design solutions practicals/experiments should be allocated. Learners
are required in communities should be engaged in at least two educational tours
4.7 exhibit enterprise skills by recognizing oppor- per year, one exhibition per year, one seminar per term
tunities and constraints in design and attachment of two weeks during vacation in related
4.8 apply ICT knowledge to monitor and control industries at Form 5.
product development
4.9 make aesthetic, economic, moral (ethical) and
technological value judgment 6.0 TOPICS
4.10 develop a maintenance culture
4.11 apply scientific and technological knowledge The syllabus consists of eight topics listed below:
and skills in solving problems in the environ-
ment 6.1 Health and Safety
4.12 apply appropriate communication techniques 6.2 Product Design
to inform and justify design ideas through exhi- 6.3 Materials
bitions 6.4 Systems and Control
4.13 follow the correct patenting procedures for 6.5 Graphic Design
intellectual property rights 6.6 Value Addition and Beneficiation
6.7. Intellectual Property Rights
6.8 Enterprise Education

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Design and Technology Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE

7.0 SCOPE AND SEQUENCE

TOPIC FORM 5 FORM 6

7.1 HEALTH AND SAFETY  Disaster management  Industrial waste management
 Workshop management
7.2 PRODUCT DESIGN  Cultural and technological influence on design  Practical design application
 Practical design application  Environment and sustainability

7.3 MATERIALS  Engineering materials and their applications

7.4 SYSTEMS AND CONTROL  Structures  Structures
 Mechanisms  Mechanisms
 Electronics  Electronics
7.5 GRAPHIC DESIGN  Applied geometry  Application of graphic products
 Computer Aided Design (CAD)
7.6 VALUE ADDITION AND  Management of local resources  Management of local resources
BENEFICIATION
7.7 INTELLECTUAL PROPERTY  Patenting  Patenting
RIGHTS
7.8 ENTERPR ISE EDUCATION  Business management  Career opportunities

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Design and Technology Syllabus Forms 5 - 6

FORM 5

8.0 5
FORMCOMPETENCY MATRIX

8.1
8.0 TOPIC 1: HEALTH
COMPETENCY AND SAFETY
MATRIX

8.1 TOPIC 1: HEALTH AND SAFETY

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.1.1 WASTE  identify methods of waste  Waste management  Identifying methods of  ICT tools
MANAGEMENT management methods waste management  Print Media
 practice waste  By-laws  Applying methods of waste  Resource persons
management methods management  Sites
 observe relevant  Observing relevant By-laws
By-laws  Visiting waste management
sites
8.1.2 DISASTER  demonstrate fire drill  Fire drill procedures  Demonstrating fire drill  Procedure manual
MANAGEMENT procedures  Disaster management procedures  Escape routes and
 identify safety outlets equipment  Rehearsing positive and assembly points
 identify disaster  International Organization safe response to a disaster  Resource persons
management equipment for Standards (ISO)  Reacting to disasters  Fire- fighting equipment
 support the affected Certification  Selecting the right  ICT tools
equipment and procedures  Regulatory Acts
 Identifying escape routes  Standards Association of
Zimbabwe (SAZ)Board and
materials
8.1.3 WORKSHOP  plan the layout design  Layout  Planning workshop layout  Workshop plans
MANAGEMENT  maintain equipment  Organization  Organizing storage of  ICT tools
 demonstrate a  Equipment maintenance equipment and materials  Print Media
maintenance culture and storage  Maintaining and repairing  Factories and Safety Act
equipment within and 1996
outside the school  Educational tours
 Resource persons

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Design and Technology Syllabus Forms 5 - 6

8.2 TOPIC 2: PRODUCT DESIGN

8.2 TOPIC 2: PRODUCT DESIGN

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.2.1 CULTURE AND  generate new ideas based  Indigenous designs  Generating new ideas  ICT tools
TECHNOLOGICAL on indigenous designs to  Impact of technology on based on indigenous  Indigenous artefacts and
INFLUENCE ON DESIGN solve community based design designs to solve community designs
problems based problems  Educational tours
 create new ideas based on  Creating new ideas based
available technologies to on available technologies to
solve real life problems in solve real life problems in
communities communities
 Undertaking studies of
indigenous designs
 Exhibiting prototypes
 Visiting cultural and heritage
centres
8.2.2 PRACTICAL DESIGN  calculate bill of quantities  Engineering calculations  Computing bills of quantities  ICT tools
APPLICATIONS required for particular  Health and safety  Calculating machine speeds  Print Media
projects  Quality control and feeds  Factories and Safety Act
 determine machine speeds  Jigs and fixtures  Demonstrating awareness 1996
and feeds based on types  Computer Aided Design of standard risk assessment  Samples of jigs and fixtures
of materials and Manufacturing in product design and
 show awareness of (CAD/CAM) manufacture
standard risk assessment  Conducting educational
in product design and tours
manufacture  Applying quality control
 apply quality control measures in design and
measures in design and manufacturing
manufacturing  Making jigs and fixtures to
 design jigs and fixtures to facilitate production
facilitate production
 use CAD/CAM in design  Using CAD/CAM in design
and manufacturing and manufacturing
8.2.3 ENVIRONMENT AND  show awareness and  Conservation of resources  Demonstrating resource  ICT tools
SUSTAINABILITY appreciation of resource  Sustenance strategies conservation awareness  Resource persons
conservation - Reuse and appreciation  Print Media

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Design and Technology Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
 apply sustenance - Recycle  Applying sustenance  Educational tours
strategies - Reduce strategies
 Conducting educational
tours

8.3 TOPIC 3: MATERIALS

8.3 TOPIC 3: MATERIALS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.3.1 ENGINEERING  select appropriate modern  Smart and modern  Applying smart and modern  ICT tools
MATERIALS AND materials for designs materials materials in product design  Resource persons
APPLICATIONS - Shape – memory, and manufacture  Educational tours
 establish factors that alloys and plastics  Visiting manufacturing  Testing equipment
influence material selection - Piezoelectric industries
for design and materials  Establishing factors
manufacturing purposes - Fibre-optic sensors influencing material
 determine properties of  Testing of materials selection for design and
various materials through
 Factors influencing material manufacturing purposes
testing
selection of design and  Determining working
manufacturing purposes properties of various
 Properties of materials materials through laboratory
 Price and availability tests
 calculate:  Aesthetic properties
 Calculating stress, strain
- Stress
and factor of safety
- Strain
- Factor of safety

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Design and Technology Syllabus Forms 5 - 6

8.4 TOPIC 4: SYSTEMS AND CONTROL

8.4 TOPIC 4: SYSTEMS AND CONTROL

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.4.1 STRUCTURES  identify different structures  Types of structures  Identifying different  Print Media
as they occur in everyday - Beams structures  ICT tools
life - Frames  Classifying natural and man-  Models of structures
 classify natural and man- - Natural made structures  Educational tours
made structures  Forces  Determining the resultant of
 determine the resultant of - Moments concurrent and non-
concurrent and non- - Stress and strain concurrent coplanar forces
concurrent coplanar - Point, wind loads
forces - Reactions
- Concurrent and non-
concurrent forces
 analyse forces in members  Analysing forces in
of plane frames members of a plane frame
 apply the concept of  Modelling structures
equilibrium as a result of  Embarking on educational
applied loads and reactions tours
8.4.2 MECHANISMS  select appropriate method  Transmission of motion  Selecting appropriate  Print Media
of transmitting motion in - Gears methods of transmitting  ICT tools
designs - Belts motion  Educational tours
- Pulleys
- Chain and sprockets
 apply levers and  Levers  Applying principles of
associated linkages to - First mechanisms to design
design - Second  Embarking on educational
- Third order tours
- Associated linkages
8.4.3 ELECTRONICS  use formulae in power  Current  Performing power  ICT tools
calculations - Voltage calculations  Print Media
- Resistance  Educational tours
- Conductivity  Resource persons
- Capacitance  Exhibitions
 design and make circuit  Circuits  Designing and making
boards - Building techniques circuit boards
 Using circuits in designing

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Design and Technology Syllabus Forms 5 - 6

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
products
 apply health and safety  Safety  Observing health and safety
regulations regulations

8.5 TOPIC 5: GRAPHIC DESIGN

8.5 TOPIC 5: GRAPHIC DESIGN

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.5.1 APPLIED  apply principles of applied  Plane geometry  Applying principles of  Print Media
GEOMETRY geometry in design and - Locus applied geometry in design  ICT tools
manufacturing - Application of and manufacturing
 apply graphic illustrations in construction of plane  Applying graphic illustrations
design and manufacturing shapes in design and manufacturing
- Determination of area
 Solid Geometry
- Pictorial projections
such as planometric
isometric, perspective
and oblique
 Graphic illustrations
- Data graphics such as
line, pie, bar and flow
charts

8.5.2 COMPUTER AIDED  Apply computer based  Computer based software  producing designs using  ICT tools
DESIGN (CAD) software to design such as: computer based software  Print Media
- Microsoft  Resource person
- Corel draw
- Auto CAD
- Arch-CAD
-

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Design and Technology Syllabus Forms 5 - 6

8.6 TOPIC 6: VALUE ADDITION AND BENEFICIATION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)

8.6.1 MANAGEMENT • identify locally available raw • Processing of raw materials • Identifying locally available • ICT tools
OF LOCAL RESOURCES materials upon which value into marketable products raw materials upon which • Resource persons
addition can be applied • Waste management for value addition can be ap- • Educational tours
• perform value addition pro- second use (Recycling) plied • Print Media
cesses on locally available • Performing value addition • Waste material and obso-
raw materials processes on locally avail- lete gadgets
able raw materials
• apply alternative technolo- • Applying alternative tech-
gies to add value to waste nologies to add value to
• Alternative technologies waste
• recycle waste material into (AD-HOCISM) • Recycling waste material
value added products into value added products

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Design and Technology Syllabus Forms 5 - 6

8.7 TOPIC 7: INTELLECTUAL PROPERTY RIGHTS

8.7 TOPIC 7: INTELLECTUAL PROPERTY RIGHTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.7.1 PATENTING  explain By-laws governing  By-laws  Explaining By-laws  ICT tools
the process of patenting in  Patenting procedures governing the process of  Resource persons
Zimbabwe patenting in Zimbabwe  Copyrights and
 describe the patenting  Describing the patenting Neighbouring Act
process process
 carry out patenting  Carrying out patenting
procedures to protect their procedures to protect their
innovations and inventions innovations and inventions

8.8 TOPIC 8: ENTERPRISE EDUCATION

8.8 TOPIC 8: ENTERPRISE EDUCATION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.8.1 BUSINESS  use project development  Planning  Using the project  ICT tools
MANAGEMENT techniques to complete  Documentation development techniques to  Print Media
projects in a given time  Communication complete projects  Resource persons
frame  Educational tours
 use appropriate numeracy  Numeracy related skills in:  Using appropriate numeracy
skills in business - Ordering skills to selected business
- Sizing enterprises
- Quantifying
- Costing
- Estimating
 produce project proposals  Project proposals  Producing project proposals
 Using project proposals to
start businesses

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Design and Technology Syllabus Forms 5 - 6

FORM 6

8.0 COMPETENCY MATRIX

8.1 TOPIC 1: HEALTH AND SAFETY

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)

8.1.1 INDUSTRIAL WASTE • identify methods of waste • Methods of industrial waste • Identifying methods of • Environmental Manage-
MANAGEMENT management management waste management ment Agency (EMA) per-
• observe relevant By-laws • By-laws • Observing relevant By-laws sonnel and leaflets
• carry out research to • Degradable and non- de- • Determining strategies of • Print Media
determine strategies of gradable materials separating and using types • Waste management sites
separating and using types of waste materials • ICT tools
of waste • Hazardous substances • Disposing of hazardous • Resource persons
substances appropriately

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Design and Technology Syllabus Forms 5 - 6

8.2 TOPIC 2: PRODUCT DESIGN

8.2 TOPIC 2: PRODUCT DESIGN

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.2.1 PRACTICAL DESIGN  generate a work plan to be  Design planning methods  Generating work plans to be  ICT tools
APPLICATION followed in the design and and organization followed in the design and  Resource persons
realization of a project  Design for economic realization of products  Exhibitions
 design products that are manufacture  Designing economically  Educational tours
economically viable  The use of models in the viable products  Samples of jigs and fixtures
 construct models to test the design process  Constructing models to test
feasibility of an idea - Types of models the feasibility of ideas
 apply quality control (sales, layout,  Applying quality control
measures in design and aesthetic/ergonomic measures in design and
manufacturing design and test manufacturing
 design jigs and fixtures to models)
facilitate production  Quality control  Making jigs and fixtures to
 Jigs and fixtures facilitate production

 use CAD/CAM in design  Computer Aided Design and  Using CAD/CAM in design
and manufacturing Computer Aided and manufacturing
Manufacturing (CAD/CAM)  Conducting educational
tours
 Exhibiting prototypes

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Design and Technology Syllabus Forms 5 - 6

8.3 TOPIC 3: SYSTEMS AND CONTROL

8.3 TOPIC 3: SYSTEMS AND CONTROL

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.3.1 STRUCTURES  determine forces in loaded  Forces in  Determining forces in  Print Media
beams, cables, - Beams loaded beams, tripods and  ICT tools
frames, tripods and shear - Frames framed structures for  Models of structures
legs - Cables application in design
 analyse forces in members - Shear legs and
of structures tripods
 determine shear force and
bending moments in beams
 apply principles of forces in
design
8.3.2 MECHANISMS  apply principles of  Conversion of motion  Applying principles of  Print Media
conversion of motion to - Rotary conversion of motion to  ICT tools
design - Linear design  Models
- Reciprocating
- Oscillating
 design methods of reducing  Bearings and lubrication  Designing methods of
friction in moving parts - Types of bearings reducing friction
- Methods of
application
8.3.3 ELECTRONICS  construct time delay circuits  Time delay circuits  Making time delay circuits  ICT tools
 Use logic gates and truth  Logic gates and operational  Using logic control systems  Print Media
tables for logic control amplifiers in everyday life such as:  Models
systems in design - Traffic lights
 Use logic control systems - Heating control
in everyday life - Environmental control
in a greenhouse

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8.4 TOPIC 4: GRAPHIC DESIGN

8.4 TOPIC 4: GRAPHIC DESIGN

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.4.1 APPLICATION OF  apply a range of  Software relevant to  Producing multi-print media  ICT tools
GRAPHIC PRODUCTS appropriate software in - Text creation projects such as logograms,  Print Media
creating, editing and - 2 and 3D design packaging, presentation  Resource persons
publishing of multi-print drawings and interior design
media projects

8.5 TOPIC 5: VALUE ADDITION AND BENEFICIATION

8.5 TOPIC 5: VALUE ADDITION AND BENEFICIATION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.5.1 MANAGEMENT OF  apply alternative  Principle of AD-HOCISM  Applying alternative  ICT tools
LOCAL RESOURCES technologies to add value - Alternative technologies to add value to  Resource persons
to obsolete equipment or technologies obsolete equipment or  Educational tours
gadgets gadgets  Print Media
 Visiting recycling industries

8.6 TOPIC 6: INTELLECTUAL PROPERTY RIGHTS

8.6 TOPIC 6: INTELLECTUAL PROPERTY RIGHTS

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)
8.6.1 PATENTING  carry out patenting  Patenting procedures  Carrying out patenting  Resource persons
procedures to protect their procedures to protect  ICT tools
innovations and inventions innovations and inventions  Copyright and Neighboring
Act

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8.7 TOPIC 7: ENTERPRISE EDUCATION

SUB TOPIC OBJECTIVES CONTENT SUGGESTED LEARNING SUGGESTED RESOURCES

Learners should be able to (ATTITUDES, SKILLS AND ACTIVITIES AND NOTES
KNOWLEDGE)

8.7.1 CAREER • distinguish different types of • Career opportunities as job • Resource persons
OPPORTUNITIES career opportunities in their creators or employees • ICT tools
localities • Print Media
• explain meaning and • Dignity and value of work • Discussing the meaning of • Career Expos
different types of work “dignity of work”
• analyse how myths and
beliefs affect work • Myths and beliefs about • Discussing various beliefs
work and myths about work
• exhibit characteristics for
personal success • Making presentations on
career choices and
justifying them
• Participating in career guid-
ance workshops

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Design and Technology Syllabus Forms 5 - 6

9.0 ASSESSMENT

Forms 5-6 Design and Technology is assessed through continuous and summative assessment methods. The
syllabus scheme of assessment is based on the principle of inclusivity. Arrangements, modifications and provisions
for the assessment of candidates with special needs should be made to allow equal opportunities in accurate perfor-
mance and measurement of abilities.

Learners are required to design and realize community based projects as continuous assessment by November
of Form 5 and October of Form 6. They are also required to write 2 exercises based on Design and Technology
Theory and 2 exercises based on Design and Drawing that should be submitted as continuous assessment at the
end of each year. The subject teacher will set and mark the exercises, as well as record the marks using ZIMSEC
guidelines.

ZIMSEC will provide a template for the assessment of soft skills. Subject teachers will be required to provide a file for
each learner where each of the exercises and marked scripts will be kept. In addition, subject teachers are required
to create a file where exercises / question papers and marking guides for each exercise administered and recorded
marks will be kept. ZIMSEC and Ministry of Primary and Secondary Education personnel will monitor the program.

School heads should submit continuous assessment marks for design projects at the end of the year in Form 5 and
Form 6 as provided for by ZIMSEC.

ASSESSMENT OBJECTIVES

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

9.1 observe health and safety procedures in the design and manufacture of products
9.2 experiment with design ideas to solve community based problems
9.3 use appropriate materials and equipment to attain quality products
9.4 plan production processes
9.5 undertake market research
9.6 identify situations for which design solutions are required in communities
9.7 exhibit enterprise skills by recognizing opportunities and constraints in design
9.8 apply ICT knowledge to monitor and control product development
9.9 make aesthetic, economic and technological value judgment
9.10 develop a maintenance culture
9.11 apply scientific and technological knowledge and skills in solving problems in the environment
9.12. apply appropriate communication techniques to inform and justify design ideas through exhibitions
9.13 follow the correct patenting procedures for intellectual property rights
9.14 demonstrate desirable interpersonal dimensions, attitudes and moral (ethical) values underlying attributes of
Unhu/ Ubuntu/ Vumunhu philosophy

CONTINUOUS AND SUMMATIVE ASSESSMENT

Continuous and summative assessment will be carried out in the Design and Technology Theory, Drawing and Design
and the Design Project components of the syllabus. The weighting of the components are as follows:

Summative Assessment 60%

Continuous Assessment 40%

16
 Continuous and summative assessment will be carried out in the Design and Technology Theory, Drawing and Design and the
of the
Design syllabus.
and The Syllabus
Technology weightingForms
of the 5components
-6 are as follows:

Summative Assessment 60%

Continuous Assessment 40%

Assessment Paper 1 Paper 2 Paper 3 Total

Mode Design and Design and Design
Technology Drawing Project
Theory

Summative 20% 40% 60%

Continuous 5% 5% 30% 40%

(a)(a) SCHEME
SCHEME OF ASSESSMENT
OF ASSESSMENT

There are three papers: Paper 1-Design and Technology Theory, 3 hrs; Paper 2-Design and Drawing, 3½ hrs;
There are three
Paper papers:Project
3 Design Paper 1-Design andAssessment)
(Continuous Technology Theory, 3 hrs; Paper 2-Design and Drawing, 3½ hrs;
Paper 3 Design Project (Continuous Assessment)
Paper 1 Design and Technology Theory (3hrs). Three sections will be offered:
Paper 1 Design andSection A Theory
Technology Four(3hrs).
compulsory
Three questions based
sections will on all sections of the syllabus
be offered:
Section B Three questions based on calculations will be offered from Systems and Control, Graphic Desi
Section A Four compulsory questions based on all sections of the syllabus
Candidates are to answer only one.
Section B Three questions
Section C based on calculations
A problem will be offered
solving question based from Systems
on product and Control,
design Graphic
principles. It testsDesign
designand
thinking.
Materials. Candidates are to answer only one.
Section C A problem solving question based on product design principles. It tests design thinking.

Paper 2 – Design and Drawing (3½ hrs)

Paper 2Three
– Design and Drawing
questions (3½based
will be set hrs) on CAD applications from the following areas – Systems and Control, Graphic Design an
Candidates are to answer one question.
Three questions will be set based on CAD applications from the following areas – Systems and Control, Graphic
Design and Product Design. Candidates are to answer one question.
Paper 3 –Design Project (Continuous Assessment)

The project is compulsory and assessment is school based, internally marked and externally moderated. The project will b
the year beginning
Paper 3 –Design January to October
Project (Continuous of Form 6. Guidelines will be sent to examination centres by November of Form 5.
Assessment)

The project is compulsory and assessment is school based, internally marked and externally moderated. The project
will be done during the course of the year beginning January to October of Form 6. Guidelines will be sent to exam-
- ination centres by November of Form 5.

(c) SPECIFICATION GRID

Assessment Paper 1 Paper 2 Paper 3
Objectives Design and Design and Design Project
Technology Theory Drawing
1. X X X
2. X X X
3. X X X
4. X X X
5. X X X
6. X X
7. X X X
8. X X
9. X X
10. X X
11 X X X
12 X X
13 X X
14 X
Weighting 20% 40% 30%

Objectives Paper 1 Paper 2 Paper 3

Knowledge with 50% 20% 30%
understanding 17
Practical skills 20% 50% 50%
and their
application
 14 X
Weighting 20% 40% 30%
Design and Technology Syllabus Forms 5 - 6

Objectives Paper 1 Paper 2 Paper 3

Knowledge with 50% 20% 30%
understanding
Practical skills 20% 50% 50%
and their
application
Decision making 30% 30% 20%
and judgment

DESIGN AND TECHNOLOGY ASSESSMENT MODEL

Assessment of learner performance in Design and Technology

100%
-

Continuous Assessment Summative Assessment

40% 60%

Profile Design and Design and Design Design and

Design and
Technology Drawing Project Technology Drawing
Theory 5% 30% Theory 40%
5% 20%

Profiling

Continuous Assessment Examionation mark 60%

40%

Exit
Profile FINAL MARKS 100%

18