2023

Annual Teaching Plans

TECHNOLOGY

Senior Phase
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ii 
 INTRODUCTION

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INTRODUCTION iii
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iv INTRODUCTION
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INTRODUCTION v
 CONTENTS

Grade 7.................................................................................................1
Term 1.................................................................................................................................... 2

Term 2.................................................................................................................................... 5

Term 3.................................................................................................................................... 7

Term 4...................................................................................................................................10

Grade 8...............................................................................................12
Term 1...................................................................................................................................13

Term 2...................................................................................................................................16

Term 3...................................................................................................................................18

Term 4.................................................................................................................................. 22

Grade 9...............................................................................................24
Term 1.................................................................................................................................. 25

Term 2.................................................................................................................................. 27

Term 3.................................................................................................................................. 29

Term 4.................................................................................................................................. 32

Programme of Assessment .............................................................33

vi Contents
7
TECHNOLOGY Grade 7

TECHNOLOGY Grade 7 1
2
Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Introduce the problem scenario for the Practical
Assessment Task (PAT) through investigate, design, make,

Grade 7
evaluate, and communicate (IDMEC) processes:
Scenario: Impact of technology – emergency workers use
Design Process “Jaws-of-Life” system to rescue trapped accident victims Formal Assessment Tasks:
Week 1 39–47 26–34
Skills Learners must know and be able to apply the methodology and Term 1
the purpose of the IDMEC

Teachers provide two simple examples of everyday aspects to

briefly explain concepts of the IDMEC
Simple mechanisms
Levers – mechanical advantage: simple quantitative treatment

TECHNOLOGY Term 1
– no calculations using moments
Examine the relationship between load, effort and their
distances from the pivot
• First-class levers: Characteristics (fulcrum/pivot placed Week 2
between effort and load)
• First-class levers may give a mechanical advantage or not
– depending on pivot position
Case study: first-class levers with mechanical advantage: ma >
1, ma = 1, ma < 1
(1 hour) Second-class levers: Characteristics (load is placed
Mechanical between effort and fulcrum), give real examples
• Learners demonstrate models of second-class
TECHNOLOGY Term 1

Systems and Unit 3: Simple mechanisms 26–33 14–20

Control • levers, which always give a mechanical advantage
• Third-class levers: Characteristics (effort is placed between
load and fulcrum): Give real examples
• Learners to demonstrate models of third-class levers, which
never give a mechanical advantage
(1 Hour) Practical investigation: Levers and linkages Week 3
• Examine simple linked first-class levers (e.g., pair of scissors,
pair of pliers, hedge trimming shears)
• Examine simple linked second-class levers (e.g., office
punch, nut crackers)
• Examine simple linked third-class levers (e.g., most office
staplers, pair of tweezers)
• Examine more complex linkages (e.g., linkages with more
than one pivot)
 Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Pneumatics and hydraulics
• Using pneumatics and hydraulics to obtain a
• mechanical advantage
Mechanical • Practical investigations:
– Force transfer between two equal syringes filled with 1)
Systems and air and 2) water Week 4 Unit 3: Simple mechanisms 26–33 14–20
Control – Force transfer between two unequal syringes filled with
1) air and 2) water

PAT 1: Formal Assessment (Investigate)

Design: Design brief, specifications, constraints, initial idea
sketches, choosing the best design, selecting materials
Design considerations
Fitness-for-purpose:
Who is it for? What is it for? Will it do the job? Is it cost
effective? Is it safe? Is it easy to use (ergonomics)? Does it Unit 1: Design process skills 1–12 1–7
Design Skills look good (aesthetics)? Will it affect society? Will it affect the Week 5
environment? Unit 4: Investigation skills 34–38 21–25
[Explain the above by using examples for learners to
understand the concepts better]
Write a design brief, specifications and constraints

PAT 1: Formal Assessment (Investigate)

Introduction to graphical communication
• Purpose of graphics: Develop and communicate ideas
Conventions: Outlines (thin/dark), construction lines (thin/
TECHNOLOGY Term 1

feint), hidden detail (dashed) scale, dimensioning.

Sketch: Free-hand sketching
Working drawings: Two-dimensional drawing of ONE face Week 6
of an object using conventions (dark lines, feint lines, dashed
lines, dimensions, scale)
• 3D oblique – Front view with depth at 45˚ (use squared

TECHNOLOGY Term 1
Communication ’quadrant’ paper), oblique projection used to assist with Unit 2: Communication skills 13–25 8–13
Skills interpretation
Learners develop a working model of a hydraulic-syringe
powered, linked-lever rescue device using simple materials
• Draw a 3D drawing of the idea in oblique projection

Grade 7
using dark and feint lines
Week 7
• Draw working drawing in 2D showing one view with
dimensions to scale

3
PAT 1: Formal Assessment (Design)
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4
Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Learners make a simple working model
(At a minimum, the “Jaws-of-Life” model may be a simple

Grade 7
device representing how any one machine in the
“Jaws-of-Life” system will work using plastic tubing, syringe(s) Formal Assessment Tasks:
Making Skills Weeks 8–9 39–47 26–34
and cardboard) Term 1

PAT 1: Formal Assessment (Make)

Consolidation Revision and consolidation of work done in Term 1. Week 10

TECHNOLOGY Term 1
TECHNOLOGY Term 1
 Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Definition and purpose of structures to contain, protect,
support, span
Classification of structures: natural and man-made Types
Structures of structures: shell, frame, solid – learners complete a Week 1 Unit 5: Structures 48–55 35–39
worksheet

Investigate: A cell phone tower frame structure

Case study: Examine existing towers strengthened by
triangulation, including pylons, windmills and mine headgear
Case study: Study photographs of existing cell phone towers
Structures,
noting structural elements, reinforcing techniques and design
Investigation,
issues such as visual pollution, stability, base size and centre of Week 2
and Impact of
gravity
Technology
Class discussion: How designers consider the needs of society
in terms of technology while considering the impact on society
and on the environment Unit 5: Investigate a cell
phone tower – a frame 56–59 35–39
Case study 1: Existing designs: Examine the features of a structure
school desk, write the design brief with specifications for a
school desk
Case study 2: Existing designs: Examine an existing product
(FM radio/cell phone), list its features and then write a design
Week 3
brief with specifications for that product
TECHNOLOGY Term 2

Evaluate: Worksheet on the advantages and disadvantages of

telephone systems: Landline vs. mobile: Learners complete a
Structures table

Scenario: Cell phone towers are everywhere and are built using

TECHNOLOGY Term 2
materials to ensure stability, strength, and rigidity (stiffness)
Action research: To stiffen materials/structures
Unit 7: Action research: stiffen
• Practical activity 1: Stiffen a structural material by tubing Week 4 60–65 44–46
materials and structures
• Practical activity 2: Stiffen a structural material by folding
• Practical activity 3: Stiffen a frame structure by triangulation

Grade 7
5
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Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Write the design brief:
Individual learners write the design brief with specifications for

Grade 7
a new cell phone tower
Note 1: At a minimum, the cell phone tower can consist of
struts made of found materials like “elephant grass” or rolled
Structures, paper dowels. It should show reinforcing using triangular webs,
Design Skills gussets and internal cross-bracing
Note 2: One of the design ideas must involve disguising the Week 5 66–75 47–51
and Impact of
Technology tower so that it blends in with the environment, avoiding visual
pollution
Sketch initial ideas: Individual learners draw free- hand sketches Unit 8: Investigating design
to show two different design ideas in 3D for a cell phone tower issues

TECHNOLOGY Term 2
to be erected near the school
Draw the two ideas using oblique projection

Learners form groups to examine and discuss the various

design ideas of the individuals in the group They evaluate
Design Skills the sketches of each individual to determine advantages and
Evaluation Skills disadvantages of each design Week 6 76–83 47–51
Making Skills
Individual learners now adapt their own design ideas in terms
of the group evaluation, making any necessary improvements

Making: Includes working drawings, choosing materials and

tools
TECHNOLOGY Term 2

Each learner lists the resources to be used Formal Assessment Tasks:

Making Skills Each learner draws a working drawing for the cell phone tower Week 7 76–83 52–60
Term 2
showing one face in 2D (working drawing) from these inputs
assessed informally

Revise and consolidate term 1 and 2 content in preparation for

formal test. Weeks 8–9
Revision and
Consolidation Administration of test (mid-year exam) Week 10
 Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Scenario: A scrap-metal dealer sorts magnetic and non-
magnetic metals into separate piles for recycling
The simplest way to do this is to use a crane with a magnet
BUT it is difficult to remove the metals that do stick to
permanent magnets Formal Assessment Tasks 3:
Week 1 108–116 77–84
Case study: Examine pictures of cranes in order to get ideas to Term 3
be used in the learner’s own designs

PAT 2: Formal Assessment (Investigate)

Investigation
Skills Investigate: What is magnetism?
• Practical investigation: Different types of permanent Unit 9: Magnetism 84–87 61–63
magnets – bar and horseshoe
• Practical investigation on magnetic and non-magnetic
metals
Week 2
Case study: Recycling scrap metals. Honest gleaners who
collect scrap metal and deliver it to scrap metal dealers Unit 10: Testing materials and
88–91 64–65
perform a valuable service to society. This good work is tainted recycling
by the criminal acts of thieves who steal copper telephone wire
and steel manhole covers
Simple electric circuits
Demonstrate a simple electric circuit with an energy source
(cell), switch, conductor and a light bulb or buzzer. Sketch the
circuit showing how to use component symbols
Week 3
Practical: Learners work in groups to make a simple circuit as
demonstrated
Circuit diagram: Each learner draws the circuit using correct
TECHNOLOGY Term 3

symbols for components

Electrical Practical demonstration: A simple electromagnet. Make a
Systems and simple electromagnet made by winding insulated copper wire
around an iron nail. When an electric current flow in the wire Unit 11: Simple electric
Control 92–99 66–71
coil (solenoid) a magnetic field is created, and this is amplified circuits

TECHNOLOGY Term 3
by the iron core. Switching the current off causes the magnetic
Making Skills
field to fade away. (Note: Electromagnetism is a key to a wide
range of technologies making up our modern world)
Week 4
Write a design brief with specifications and constraints for a
crane with electromagnet
Sketch two possible designs for a suitable crane

Grade 7
Draw a circuit diagram for the electromagnet (with a light to
show when it is on)

7
PAT 2: Formal Assessment (Design)
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Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Introductory lesson: All complex machinery consists of
combinations of simple mechanisms. Machines can be

Grade 7
designed to give the user a “mechanical advantage”
Mechanical Introduce learners to cranks and pulleys
Systems and • The crank – an adaptation of a second-class lever Week 5 100–107 72–76
Control • The pulley – a type of wheel and axle
Revision
• What is mechanical advantage?
• Strengthening frame structures
Revision: Revise the 3D oblique drawing technique, line types,
scale, dimensions
Drawing: Each learner uses the Oblique technique to draw

TECHNOLOGY Term 3
Design Skills an idea for the crane chosen from the two ideas sketched the
Communication previous week. The idea should be drawn on squared paper
Week 6
Skills (quadrant) using pencil and ruler
Making Skills Flow chart: Each learner works out a flow chart detailing the
sequence of manufacture of the crane with its electromagnet

PAT 2: Formal Assessment (Design) Unit 12: Mechanical systems

A working model and control
At a minimum the crane should be made of simple materials
like elephant grass, rolled paper dowels or bought materials.
It should show the learner’s understanding of reinforcing
techniques. The mechanisms must function, and the crane 108–116 72–76
TECHNOLOGY Term 3

should be able either to pivot or to raise and lower its arm.

The electromagnet should have a switch, a light to show when
Structures and it is ‘on’, and should be strong enough to pick up several steel
Electricity paper clips, coins or nails
Electromagnet: Using an electrochemical cell, a switch, a light Weeks 7–8
Cranks and bulb, a “soft” iron core and a long length of insulated copper
Pulleys wire, the teams of learners make an electromagnet
Crane: Learners work safely in teams using simple materials to
make a model crane with a crank and pulley system which will
carry the electromagnet that will sort the ferrous metals (iron
and steel) from the non-ferrous metals (copper, aluminium,
lead, brass, etc.)

PAT 2: Formal Assessment (Make)

 Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
The learner’s ability to evaluate a product or a process is
developed further
• Each learner develops a rubric to evaluate the models of
other teams
• Each team uses the rubric to evaluate the models of other
teams. Assess each learner’s objectivity, fairness and the
validity of their comments
• Teams plan a joint strategy to present their model and plans
to the class. All team members must explain their ideas and
Structures and roles they played when they present
Electricity • Each team presents the design sketches, working drawings Unit 12: Mechanical systems
and functioning model to the class. They demonstrate how Weeks 9–10 108–116 72–76
and control
Cranks and strong their electromagnet is and show that it releases
Pulleys the load when switched off. Each learner explains the role
s/he played and shares the role of spokesperson. They
explain the principles involved with the magnetic sorting
and how their electromagnet could be made stronger. They
comment on the value of recycling and explain how sorting
the metals into types, improves their scrap value. They
enhance their presentation using posters giving an artist’s
impression of their completed crane and electromagnet in
use
TECHNOLOGY Term 3

TECHNOLOGY Term 3
Grade 7
9
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Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Learners investigate emergency situations that can lead to
refugees:

Grade 7
• Find out what situations commonly result in people
becoming refugees
Week 1
• Find out what initial problems are typically faced by refugees
• What mix of people will usually be present?
• What are their needs for shelter?
• What are their needs for food and water?
Investigation Unit 13: Investigating
Processing food: Emergency food 117–123 85–89
Skills emergency situations
Investigate the types of food that can be supplied to occupants
of a refugee camp
Design brief

TECHNOLOGY Term 4
Learners write a design brief giving specifications of the types Week 2
and quantities of food needed for a population of 100 refugees
Design: List the ingredients of a meal that will be nutritious as
well as tasty, and which can be prepared under conditions likely
to be found in a refugee camp
Write down the sequence of manufacture for the process of
124–128 90–95
Making and preparing one item from the meal described above Unit 14: Processing food:
Week 3
Evaluating Skills • Learners prepare the item selected above. Learners evaluate Emergency food
129–135 95–98
the item in terms of flavour, texture, and nutritional value
Learners investigate clothing worn by people in specialised
occupations like the emergency services, e.g., fire
TECHNOLOGY Term 4

department, NSRI or dangerous professions

Investigation Learners must investigate the following:
Week 4
Skills • Find out what textiles are used to make the clothing
• worn by fire fighters or
• Find out what textiles are used to make the clothing worn
by members of the NSRI Unit 15: Clothing in
136–147 99–111
Scenario: Tragic shack fires or natural disasters like floods specialised occupations
Impact of or earthquakes or political strife may create the need for
Technology, emergency shelters to be erected for the victims
Indigenous Learners design and make a simple emergency shelter for
Week 5
Technology, and disaster victims. The shelter must be sturdy, waterproof, easy to
Investigation erect and able to house a family of six for a month
Skills Learners must be aware of the importance of health and safety
issues
 Time
Topic Content Where to find it in Top Class Technology Grade 7
allocation
Unit LB TG
Investigate
Learners investigate materials and building techniques used
by indigenous people for constructing housing in rural South
Africa. Materials used in such construction are typically readily
available, appropriate and environmentally friendly
Investigate Week 6
Learners find out what chemicals can waterproof a textile like
canvas
Investigation
Investigate Unit 15: Clothing in
and Design 136–147 99–111
Learners find out about the burning characteristics of various specialised occupations
Skills
textiles

Design brief: Learners write an appropriate design brief with

specifications for producing a textile suitable for use in making
an emergency shelter
Design: Learners sketch design ideas for an emergency shelter Week 7
that can be transported to and erected at a site where people
have become homeless

Revise Term 3 and Term 4 work Week 8

Revision
Administration of end-of-year examination Week 9
TECHNOLOGY Term 4

TECHNOLOGY Term 4
Grade 7
11
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Grade 8 TECHNOLOGY

12 Grade 8 TECHNOLOGY
 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Revision • Revision of Grade 7 content///baseline assessment Week 1
Revision: Mechanical advantage: Well-designed
machines give “mechanical advantage”
All complex machinery consists of combinations of simple
mechanisms
• The wedge: E.g. inclined plane or ramp, door wedge, knife
blade, etc.
• The wheel and axle: E.g. from bicycle to shopping trolley
• Gears: (Wheels with wedges for teeth)
Week 2
Show how meshing of two spur gears causes counter-rotation
Mechanical Show how introducing an idler gear between two spur gears
synchronises rotation of the driver and driven gears
Systems and
Control Gear ratios Unit 4: Mechanical systems
44–52 22–28
Show how different sized gears result in a change in the and control
Investigation velocity ratio as well as an “opposite” change in the force ratio
Skills – if force increases, speed decreases, and vice versa
Mechanisms that change the direction of movement:
• The cam: Show how a cam converts rotary motion into
reciprocating motion. Compare an eccentric wheel and a
snail cam
• The Crank: An adaptation of a second-class lever. Show how Week 3
a crank converts rotary motion into reciprocating motion
Graphic skills: Learners draw an artist’s impression of one of
each of the above mechanisms (cam and crank) in their books
using colour, shading and texture
TECHNOLOGY Term 1

Introduce the problem scenario for the Practical Assessment

Task (PAT) through Investigate, Design, Make, Evaluate, and
Communicate (IDMEC)
(Learners work in groups to design a structure utilising required
structural components and mechanisms to suit the context
provided)

TECHNOLOGY Term 1
Case Study: Electrical pylons – use pictures of a range of pylon
designs noting:
Structures Week 4 Unit 1: Frame structures 1–13 1–7
• The variety of designs that solve the same problem
effectively
• The use of internal cross-bracing and triangulation to

Grade 8
provide stiffness
Evaluate: Learners examine information on several complex
structures and list advantages and disadvantages in the designs

13
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PAT 1: Formal Assessment (Investigate)

14
Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Structural members under tension/compression
(worksheet)

Grade 8
Definition of frame structures
• Purpose of structural members (components) in wood and
steel roof trusses (king and queen post, strut, tie, rafter, tie
beam)
• Learners identify structural members and type of force
(shear, torsion, tension, compression) acting on them in Unit 1: Frame structures 1–13 1–7
given frame structures
Structural members
Structures that span over space:
• Beams: Steel I-beams (girders), concrete lintels, beam and Week 5

TECHNOLOGY Term 1
column bridge
• Alternative bridge supports: Suspension bridges, cable-
stayed bridges
• Arches: Arches in buildings, bridges, dam walls
• Cantilevers: Simple cantilever, cable stayed cantilever
Structural failure – the three most likely ways structures fail are:
Structures • Fracture of a member – due to lack of strength Unit 2: Structural members 14–27 8–16
• Bending (flexing, buckling) – due to lack of stiffness (rigidity
• Toppling over – due to lack of stability (top heavy, narrow
base)
Design brief
• Design: Initial idea sketches
TECHNOLOGY Term 1

• Design: Design brief with specifications and constraints

Purpose of graphics: Develop and communicate ideas
Conventions: Outlines thick/dark,), construction lines (thin/
feint),, hidden detail (dashed),, centre lines (chain dash-dot),,
scaling up and scaling down,, dimensioning (in mm)
Week 6 Unit 3: Communication Skills 28–43 17–21
Working drawing techniques or planning:
Single view flat 2D drawing with dimensions, line types and
scale
Working drawing in 2D showing one view with dimensions and
line types

PAT 1: Formal Assessment (Design)

 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Teams build their structure housing mechanisms using safe
working practices
Week 7
PAT 1: Formal Assessment (Make)
Structures
Learners work in groups to:
Evaluate: Learners examine information on several complex Week 8 Formal Assessment Tasks:
structures and list advantages and disadvantages in the designs 53–61 29–37
Term 1
Communicate: Teams present their plans and model Week 9
Draw a 3D isometric projection of the idea with dimensions
and drawn to scale
Consolidation Isometric – using underlying isometric grid in (term 1) and Week 10
simple instruments in (term 3)
TECHNOLOGY Term 1

TECHNOLOGY Term 1
Grade 8
15
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Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
The positive impact of technology: Many natural materials
have been replaced in modern times by new or improved

Grade 8
materials Unit 5: The impact of
Revision Week 1 62–68 38–41
Some new materials are environmentally friendly by being bio- technology
degradable

Case study 1: Investigate the impact of plastic shopping bags

on the environment
Processing Report: Learners write a report evaluating the effectiveness
of using thicker, bio-degradable plastic shopping bags which
shoppers must buy Week 2
Investigation
Skills Case study 2: Technology with a positive impact on society

TECHNOLOGY Term 2
Investigate how waste paper and cardboard are recycled to
produce new products for the packaging industry Unit 6: Technology with a
69–75 42–46
positive impact on society
• Development: Draw a development of an opened container
• Practical activity: A product requires packaging. Design
various packaging for different purposes. The nature of
Design Skills the product determines the design and properties of the Week 3
packaging material
• Learners work safely to make and assemble the above
packaging product

Case study 3: Technological products can have a negative

impact
TECHNOLOGY Term 2

• Investigate a technological product that can have a

Investigation negative impact on society Unit 7: The negative impact of
Week 4 76–80 47–49
Skills • Class discussion: Teacher facilitate a class discussion on technological products
possible solutions that can counteract or compensate for
the negative impact of the technology identified

Revise: Forces that act on material – tension, compression,

bending, torsion, shear
Forces acting • Adapting materials to withstand forces reinforcing concrete,
plywood Week 5 Unit 8: Structures 81–86 50–52
on materials
• Selecting metal sections (I-beam, angle iron, T- bar, etc.) to
withstand forces and to save material
 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
• Design: Learners adapt a material or design a product that
will solve the problem or reduce the impact or negative
effects of the technology identified
Design Skills • Design: Learners sketch free-hand sketches showing two Week 6
possible solutions
• Make (drawing): Learners draw their chosen solution in 3D
using isometric projection

Structures/ Make: Learners make the model/prototype/product they have

designed safely Week 7
Processing
Make (cont.): Learners make the model/prototype/product
Structures they have designed safely Formal Assessment Tasks:
Evaluate: Learners evaluate their solution in terms of its 87–94 53–59
Term 2
Processing effectiveness in solving or reducing the negative impact of the Week 8
technology identified.
Evaluating Their evaluation will be assessed in terms of its objectivity,
fairness, accuracy, and scope (depth)

Communication Communicate: Learners present their plans, model, and

evaluation Week 9
Skills
Revise challenging topics and or concepts of the term:
• Practise more examples on developments Weeks
Consolidation • Types of forces 10–11
• The negative impact that material have on the environment
TECHNOLOGY Term 2

TECHNOLOGY Term 2
Grade 8
17
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Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
PAT Scenario
South Africa is a country rich in mineral resources. Mining

Grade 8
occurs to some extent in every province of our country. We
have huge reserves of coal, copper and iron ore. We are the
main suppliers of platinum, manganese and chromium in the
world
A commercially viable ore body containing platinum group
metals has been found on land belonging to a tribe in rural
South Africa. Drill samples have proved that the reef lies at
a relatively shallow depth only 500m below surface. Your
mechanical engineering company has decided to submit a
tender for the construction of a shaft head-gear suitable to

TECHNOLOGY Term 3
transport miners to and from the work level, and for raising ore
and waste in loads. Formal Assessment Tasks:
PAT Scenario Week 1 136–150 81–86
Investigate gear systems Mechanical advantage Term 3
• Gear systems – concepts (counter rotation, idler, velocity
ratio, force multiplication)
• Two spur gears of unequal size – note counter rotation
and velocity ratio
• Two spur gears of unequal size – note velocity ratio and
force ratio (mechanical advantage < or > 1)
• Two spur gears connected via an idler – note
synchronised rotational direction
Suitable materials – the idler needs to be of a harder material
TECHNOLOGY Term 3

than the other gears

Two bevel gears linked to transfer the axis of rotation
through 90°

Calculate mechanical advantage (MA)

Mechanical Levers
Advantage Mechanical advantage calculations for levers using ratios
• Calculations using LOAD/EFFORT, load ARM/effort ARM, etc.
Design Process: • Do NOT use the method of “taking moments about a point” Unit 10: Mechanical
Week 2 107–114 65–69
Investigation Gears advantage calculations
Skills • Mechanical advantage calculations for gears using ratios
• Calculations using tooth ratios, gear wheel diameters,
Calculation velocity ratios
 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Represent gear systems graphically
Use circular templates and/or pair of compasses to draw gear
systems with:
• The driven gear rotating in the opposite direction to the
driver (counter rotation)
• The driven gear rotating in the same direction to the driver
Mechanical (include an idler gear)
Systems and • The driven gear rotating faster than the driver (with and
Control without an idler)
Week 3
• The driven gear rotating slower than the driver (with and
Graphic without an idler)
Communication SYSTEMS DIAGRAMS
• Analyse a mechanical system by breaking it into input-
process-output
• Draw a systems diagram for a gear system with a Unit 11: Communication skills
115–128 70–76
mechanical advantage of 4:1 – gear systems
• Systems diagram for a gear train with the driven gear
rotating faster than the driver
Investigate
Lifting mechanisms (wire rope-driven mine head- gear) in use
at South African mines for raising people and ore
DESIGN
Design Brief
Structure with a
Specifications and constraints Week 4
TECHNOLOGY Term 3

mechanism
Sketch
Initial idea sketches of the mine-shaft headgear to meet the
requirements given in the scenario

PAT 2: Formal Assessment (Investigate and Design)

TECHNOLOGY Term 3
Impact of Bias Investigate impact, bias and indigenous knowledge systems
of Technology (IKS) in technology INVESTIGATE and report on one of the
Indigenous following:
Technology INVESTIGATE: Bias in technology:
Unit 12: Impact of technology
Gender bias in career choice/opportunities related to mining Week 5 129–135 77–80

Grade 8
and bias in technology
Investigation Distribute the investigations so all topics are covered and
Skills reported
INVESTIGATE: The impact on the environment as a result of

19
mining of: Acid mine drainage
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20
Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
OR
INVESTIGATE: The impact on the environment as a result of

Grade 8
Impact of Bias mining of:
of Technology Dust pollution from mine dumps on residential areas
Indigenous OR
INVESTIGATE: Iron age technology: Unit 12: Impact of technology
Technology Week 5 129–135 77–80
Indigenous mining of iron in South Africa before the modern and bias in technology
Investigation era
Skills OR
INVESTIGATE: Gender bias in career choice/opportunities
related to mining

TECHNOLOGY Term 3
2D working drawing showing one or more views with
dimensions and lines
Simulation: Teams form mechanical engineering companies
They evaluate sketches of individuals and select the best idea Unit 9: Levers and gear
Week 6 95–106 60–64
for the team tender bid systems

PAT 2: Formal Assessment (Design)

Budget
Individual learners prepare a realistic budget detailing
expected costs of constructing a real mine shaft headgear,
Structure with a
detailing valid prices of materials and labour costs of the
mechanism
TECHNOLOGY Term 3

range of workers who would be involved in designing and

building such a device
Formal Assessment Tasks:
Make Week 7 136–150 81–86
Term 3
• List tools and material
• List logical steps to construct the project
• Groups build their working scale model using safe working
practices

PAT 2: Formal Assessment (Make)

 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Make (continued):
• List tools and material
• List logical steps to construct the project
• Groups build their working scale model using safe working Week 8
practices
Structure with a Formal Assessment Tasks:
PAT 2: Formal Assessment (Make) 136–150 81–86
mechanism Term 3
Communicate
Teams present their tender proposal for the mine shaft
headgear (research, plans, flow chart, model and budget) to the Week 9
“tender board”

Revision and Revision and Consolidation

Week 10
Consolidation
TECHNOLOGY Term 3

TECHNOLOGY Term 3
Grade 8
21
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22
Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
REVISE: Simple circuit components, input devices
(electrochemical cell, generator, solar panel), output devices

Grade 8
(resistor, lamp, heater, buzzer, motor), control device (switches)
Note: Some devices can serve as input, output, process or
control device
CORRECT CONNECTIONS, short circuits, electrical components Unit 13: Electrical systems and
Week 1 151–160 87–91
and their accepted symbols control
DRAWING ELECTRICAL CIRCUITS using accepted symbols (as
Electrical in Grade 12 see Addendum C)
Systems and Set up circuits using a range of components, Learners draw
Control the circuits using symbols

TECHNOLOGY Term 4
Design Skills Energy for heating, lighting and cooking in rural and informal
settlements
Energy from illegal connections, ethical issues, safety
considerations
CLASS DISCUSSION: equitable sharing of resources – industry Unit 14: Energy for heating,
Week 2 161–165 92–93
needs reliable power for job creation, schools need power for lighting and cooking
lighting and computing
WRITTEN REPORT: Learners write a balanced report on these
issues

ELECTROCHEMICAL CELLS
Advantages and disadvantages of series and parallel batteries Week 3 Unit 15: Electrochemical cells 166–170 94–96
Photovoltaic cells - advantages and disadvantages of solar cells
TECHNOLOGY Term 4

GENERATE ELECTRICITY FOR THE NATION –

Impact of ADVANTAGES AND DISADVANTAGES of:
/ Biases in • Thermal power stations (steam turbines – sources of heat:
Technology coal, gas, nuclear, sun)
• Hydroelectric power stations (including pumped storage Unit 16: Generation of
Evaluation Skills schemes) Week 4 171–193 97–100
electricity
• Wind-driven turbines
• ALTERNATING CURRENT, step-up and step- down
transformers, distributing electric power across the country:
The national grid
 Time
Topic Content Where to find it in Top Class Technology Grade 8
allocation
Unit LB TG
Investigation: Introduce Ohm’s law (qualitatively – no
calculations) Learners will use one cell, then two cells, and then
three cells connected in series and note the effect of the lamp.
They must conclude that more cells in series (more voltage) will
Design and cause the current strength to increase, if the resistance does
Investigation not change Week 5
Skills
Practical: Learners DRAW CIRCUIT DIAGRAMS & CONNECT
CIRCUITS showing the effect of circuits with resistors
connected in series and parallel

Investigation: AND logic gate and simple cases where it is Formal Assessment Tasks:
used 180–193 101–110
Investigation Term 4
Investigation: OR logic gate and simple cases where it is used Week 6
Skills
Lesson: Truth tables for AND & OR logic conditions
Design brief: Learners write a design brief giving specifications
for a suitable panic button system OR scenario given by the
Electrical textbook
Systems and Circuit diagram: Draw the circuit diagram using correct symbol
Control conventions Week 7
Communicate: Learners draw the truth table for the device
Design Skills Communicate: Learners prepare an advertising poster for their
device
TECHNOLOGY Term 4

Revision and Consolidation / Revision / Wrap up

Weeks 8–10
Consolidation

TECHNOLOGY Term 4
Grade 8
23
© Shuter & Shooter Publishers
 9
Grade 9 TECHNOLOGY

24 Grade 9 TECHNOLOGY
 Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Baseline Baseline assessment Use Top Class Technology
Week 1
Assessment Grade 7 and Grade 8
Flight of stairs and wheelchair ramp:
Design brief specifying number of steps, height of stair risers,
width and gradient of ramp, handrail, etc.
• Line types: Dark, feint, dashed, wavy, chain. Scale and
dimensions Unit 1: First angle
Week 2 1–10 1–7
• First angle orthographic projection: Three- dimensional orthographic projection
objects on flat paper
Design skills • Concept of drawing three different views: Front, top and
side. Simple cubes

Draw a plan for the stair and ramp using first angle
orthographic projection to an appropriate scale, using correct
views, line types and dimensions according to convention Week 3 Unit 2: Design skills 11–16 8–11
More complex 3D objects drawn in orthographic projection
with instruments
Introduce the problem scenario for the Practical Assessment
Task (PAT) through Investigate, Design, Evaluate, Communicate
and Make (IDMEC)
Investigate: Provide the scenario so that learners can
investigate the problem situation and various possible
structures which could solve the problem(s) they identify.
Investigation Analysis of existing products relevant to the identified Week 4 Formal Assessment Tasks 28–36 17–27
Skills problem in terms of fitness-for-purpose (including suitability
TECHNOLOGY Term 1

of materials), safety for users, costs of materials and costs of

construction. Realistic costs of real materials, labour, transport,
etc.

PAT 1: Formal Assessment (Investigate)

TECHNOLOGY Term 1
Design brief: Learners write a design brief with specifications
for the final idea
Sketch initial ideas: Each learner generates two possible ideas
Evaluate and adapt: Groups evaluate individual ideas and
Design and develop the idea further
Week 5 Unit 2: Design Skills 11–16 8–11
Evaluate Skills Groups, with guidance from the teacher, collaborate to produce

Grade 9
an evaluation instrument
Groups use the instrument to evaluate their solution and others

25
PAT 1: Formal Assessment (Design)
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26
Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Working drawings: Each learner draws the plan (or an aspect
of the plan) using first angle orthographic projection with

Grade 9
suitable scale, correct line types and dimensions

Flow chart: Teams discuss how to proceed, then each learner

draws a flow chart
Making Skills Forces can be static or dynamic, and loads can be even or
uneven Week 6 Unit 3: Structures 17–27 12–16
Structures Strength of materials under the action of forces – metal cross-
sections
Tension (pulling),, compression (pushing),, bending of beams
(compression and tension)
Torsion – using internal cross-bracing to resist twisting

TECHNOLOGY Term 1
PAT 1: Formal Assessment (Design & Make)

Making Skills Properties of various construction materials

Mass/density, hardness, stiffness, flexibility, corrosion resistance
and prevention of corrosion
Make the model of a viable solution
It must be built neatly to scale, showing intelligent use of Week 7
Structures materials (group work)
Learners must use safe working practices

PAT 1: Formal Assessment (Make)

TECHNOLOGY Term 1

Completion of the model of a viable solution:

It must be built neatly to scale, showing intelligent use of
materials (group work) Formal Assessment Tasks:
28–36 17–27
Making Skills Learners must use safe working practices Week 8 Term 1

PAT 1: Formal Assessment (Make)

Budgeting
Practical exercise on budgeting
Budgeting Costing of the “real-life” solution, including correct materials Week 9
and labour costs (ramp and staircase)
Team presentations
Communication Teams present their tender bid to the “tender board” Each team
member must be responsible for an aspect of the presentation Week 10
Skills
Tenders consist of sketches, plans, budget and model
 Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Revise: Syringe mechanics using two equal sized syringes
linked by a tube
Force transfer between the syringes filled with:
• Compressed air – pneumatic system
• Water – hydraulic system
Action research: Learners experiment/teacher demonstrates Week 1
with two different sizes of syringes linked by a tub and filled
with hydraulic fluid (water), learners experience force transfer
with either force multiplication or force division
Gases (like air) are compressible, liquids (like water, oils) are Unit 4: Pneumatic systems
37–43 28–31
incompressible and hydraulic systems
Pascal’s principle – pressure exerted on one part of a
hydraulic system will be transferred equally, without any loss, in
all directions to other parts of the system
Note that equal volumes of liquid are moved through the
Week 2
systems, and this results in different extensions (amount of
Mechanical movement) where syringes (cylinders) are of different sizes, so
Systems and less distance/more force (MA > 1),, and more distance /less
Control force (MA < 1).(why is this part left out?)
The hydraulic press (including simple calculations)
Investigation The hydraulic jack
Skills Investigation: Design considerations fit-for- purpose:
Evaluate the design of the hydraulic jack in terms of:
Who is it for? What is it for? Will it do the job? What should it
TECHNOLOGY Term 2

be made of? What should it cost? Is it cost- effective? Does it Week 3

look good (aesthetics)? Is it safe/easy to use for the end user
(ergonomics)?

Draw a systems diagram that describes how a hydraulic jack Unit 5: The hydraulic press
44–50 32–35

TECHNOLOGY Term 2
function and hydraulic jack
Action research: Practical investigations:
Use a single wheel fixed pulley to change the direction of pull
(MA = 1)
Use a single wheel moveable pulley to change the direction of

Grade 9
Week 4
pull (MA > 0)
Use a pulley block system (block and tackle) to determine the
relationship between loadbearing ropes on moveable pulley

27
wheels and M.A (force multiplication)
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28
Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Mechanical Investigate: Learners find out about the following mechanical
Systems and control systems:

Grade 9
Control • Ratchet and pawl Unit 5: The hydraulic press
Week 5 44–50 32–35
• Disc brake and hydraulic jack
Investigation • Bicycle brake
Skills • Cleat
Lead learners as they revise the interactions of the following:
• Spur gears of equal size counter-rotating
• Spur gears of unequal size counter-rotating
• – note velocity/force relationships
• Spur gears using an idler to synchronise rotation
Mechanical Unit 6: Mechanical control
Systems and 51–62 36–39
Lead learners as they find out about the interactions of the systems

TECHNOLOGY Term 2
Control
following: Week 6
• Bevel gears of equal size – axis of rotation 90o
Investigation
• Bevel gears of unequal size – axis of rotation 90o – note
Skills
velocity/force relationships
• Rack-and-pinion gear system as found on automatic gates
and steering racks
• Worm gear system for large reduction in speed and Unit 7: Gears 63–70 40–42
increase in force
Investigate the situation so that an appropriate machine can
be designed to solve the problem, need or want given in the
scenario. Investigate the possible mechanisms and controls to
Investigation
be used together to make the machine Formal Assessment Tasks:
and Design Week 7 81–89 46–54
The design brief: Each learner writes his/her suggestion for Term 2
TECHNOLOGY Term 2

Skills
the design giving specifications and constraints
Sketches: Each learner produces two sketches of viable
possible designs. And then decide on a final solution
Plan: Working drawings
• Learners produce drawings for their model/prototype using
first angle orthographic projection
Unit 8: Evaluation skills and
Making Skills • Each learner draws a plan of the design OR, if it is very Week 8 71–80 43–45
communication skills
complex, one or more aspects of the design Each learner
must demonstrate her/his competency in using this drawing
technique
Compressed air – pneumatic system
Consolidation Hydraulic system
Week 9
and revision Pascal’s principle
The hydraulic press (including simple calculations)
 Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Investigate the situation and the nature of the need so that an
appropriate circuit can be chosen to solve the problem, need
or want given in the scenario
A given circuit must be incorporated into the design of a device
that will use the electronics to address the problem, need or
want

Revise 1 – component symbols Week 1

• Cells in series and parallel
• Lamps in series and parallel
• Switches in series (AND logic) and parallel (OR logic)
• Current in the circuit – conventional current flows from
positive to negative

PAT 2: Formal Assessment (Investigate) Unit 9: Electrical systems and

90–96 55–58
control
Revise 2 – simple circuits
Electrical • One cell, switch, two lamps in series
Systems and • Two cells in series, switch, two lamps in series
Control Diodes and LED (Light Emitting Diode):
A diode is a component that allows current to flow in one
Investigation direction only.
Skills A LED allows current to flow in one direction only and also
Week 2
gives off light and is often used as an indicator that a circuit is
‘ON’. Resistor colour codes:
TECHNOLOGY Term 3

• Low value resistors often have their resistance value printed

on them in numbers
• Higher value resistors are coded using coloured bands. The
first three bands give the value of the resistor in ohms. The
fourth band is an accuracy rating as a percentage

TECHNOLOGY Term 3
The design brief: Each learner writes his/her suggestion for
the design giving specifications and constraints
Sketches: Each learner draws the circuit diagram. Each learner
produces a sketch in 3D showing the device that will use the
Formal Assessment Tasks:
electronic circuit Week 3 110–114 72–77

Grade 9
Term 3
Teams meet and examine the individual suggestions and then
decide on a final solution

29
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PAT 2: Formal Assessment (Design)

30
Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Ohm’s law quantitatively: as voltage increases, current
increases if resistance is constant. Action research: testing

Grade 9
Ohm’s Law practically – measure the voltage (potential
difference) and the current strength in each of the following
circuits:
Electrical • One cell connected to a resistor – note the voltmeter and
Systems and ammeter readings
Control • Two cells connected to the resistor – note the voltmeter Week 4
and ammeter readings
Investigation • Three cells connected to the resistor – note the voltmeter
Skills and ammeter readings (Use the same resistor for both
activities)

TECHNOLOGY Term 3
Plot the readings on a graph and determine the relationship
between potential difference and current strength while
keeping the resistance constant Unit 10: Resistor colour codes 97–100 59–62
Calculate values

Electronic
Systems and Week 5
Control
Note
TECHNOLOGY Term 3

R - represents the resistance of a resistor in ohms [Ω]

V - represents the potential difference in volts [V]
I - represents the current strength in amperes [A]
Switches: Manual switches controlled by the user, e.g. Push
SPST, SPDT, DPDT
Transistors: Only npn-type will be used at this level.
Electronic A transistor is a device that can act as a switch and it can
Systems and amplify a small current
Control Sensors – Important input devices: Unit 11: Electronic
• LDR (Light Dependent Resistor) – a component whose Week 6 101–106 63–66
components
Investigation resistance decreases with light [dark: High resistance, bright
and Design light:Low resistance]. with light [dark high resistance, bright
Skills light – low resistance]
 Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
Electronic • Thermistor: A component whose resistance varies with
Systems and temperature. Two types exist:
Control – + t: Resistance increases with increasing temperature
– – t: Resistance decreases with increasing temperature.
Unit 11: Electronic
Investigation • Touch or moisture detector: A component that can be Week 6 101–106 63–66
components
and Design bridged using a “wet” finger, thus completing the circuit,
Skills indicating the touch
Capacitors: A component which can store and then release
electrical energy
Electronic Simple electronic circuits
systems and Learners draw, these simple electronic circuits:
control LED, 470Ω resistor, switch, and 4,5V series
battery Unit 12: Simple electronic
Week 7 107–109 67–71
LDR, buzzer, 3V series battery circuits
NPN transistor, buzzer or bell, thermistor, variable resistor,
1kΩ resistor, 6V series battery, LED, 470Ω resistor, 1 000μF
capacitor, switch
Design Skills The learners produce plans for their device/model/prototype
using a 3D “assembly” drawing in exploded view showing how
the model fits together Week 8

PAT 2: Formal Assessment (Design)

Making Skills Complete making of the prototype/working model
Learners use safe working practice
TECHNOLOGY Term 3

Building: The model must showcase a viable solution to the

problem. It should be to scale and neat, and show intelligent
use of available materials Building: The model must showcase a Week 9
Formal Assessment Tasks:
viable solution to the problem. It should be to scale and 110–114 72–77
Term 3
neat, and show intelligent use of available materials

TECHNOLOGY Term 3
PAT 2: Formal Assessment (Make)
Communication Team presentations (team)
Skills Each team is given five minutes to present their solution in the
form of sketches, artistic impressions of the solution, working/

Grade 9
plans, costing and their model Week 10
Each learner compiles a record of his/her own individual
contribution to the task. It should be reflected in each learner’s

31
workbook
© Shuter & Shooter Publishers
32
Time
Topic Content Where to find it in Top Class Technology Grade 9
allocation
Unit LB TG
PRESERVING METALS
First two methods theoretically

Grade 9
Processing: • Painting
Indigenous • Galvanising Week 1 Unit 13: Preserving metals 115–121 78–80
technology • Electroplating

Practical investigation: Preserving metals by electroplating

PRESERVING FOOD
First two methods theoretically
Processing Storing grain
Pickling
Investigation Drying and/or salting Week 2 Unit 14: Preserving food 122–128 81–84

TECHNOLOGY Term 4
and Design Practical investigation: Preserving metals by drying and
Skills salting
NB: The drying/salting process will take time and be evaluated
when completed
TYPES OF PLASTICS AND THEIR USES
Investigation: Identification of plastic, identifying codes and
Unit 15: Types of plastics and
sorting for recycling Week 3 129–134 85–87
their uses
Properties of plastics
Processing Reduce – reuse – recycle
CASE STUDY: Remanufacturing waste plastic into pellets for
Investigation re-use
and Design
TECHNOLOGY Term 4

Systems diagram: Draw a systems diagram describing a plastics

Skills recycling project
Week 4 Unit 16: Remanufacturing
Case study: Moulding recycled plastic pellets into products
Problem identification: Learners identify a need or want that waste plastic into pellets for 135–138 88–90
can be satisfied by the making of a plastic item of their own reuse
design
Case study: Plastics used on modern motor cars
Design Skills Week 5
Case study: Plastics used around the home
Plan: Learners draw their plastic item using first angle Formal Assessment Tasks:
Design Skills Week 6 139–146 88–90
orthographic projection Term 4
Revision and Revise Term 3 and 4
Weeks 7–8
Consolidation
Formal Test End-of-year examination Weeks 9–10
PROGRAMME OF ASSESSMENT

Grade 7
Term Assessment task Page references
PAT 1 LB page 39
1
TG page 26
Controlled test LB page 76
2
TG page 52
PAT 2 LB page 136
3
TG page 77
Controlled test LB page 136
4
TG page 99

Grade 8
Term Assessment task Page references
PAT 1 LB page 53
1
TG page 29
Controlled test LB page 87
2
TG page 53
PAT 2 LB page 136
3
TG page 81
Controlled test LB page 180
4
TG page 101

Grade 9
Term Assessment task Page references
Investigation LB page 28
1
TG page 17
Controlled test LB page 81
2
TG page 46
Investigation LB page 110
3
TG page 72
Controlled test LB page 139
4
TG page 91

Programme of Assessment 33
MY NOTES

MY NOTES 35
 MY NOTES

36 MY NOTES
MY NOTES

MY NOTES 37
 MY NOTES

38 MY NOTES
MY NOTES

MY NOTES 39
 MY NOTES

40 MY NOTES
MY NOTES 41
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