A.​Introduction

The Design & Technology syllabus is designed to meet the requirements of the Revised National Policy on Education (Government Paper No. 1 of 1994). It is an optional subject in the Senior Secondary Curriculum and grouped under Creative, Technical & Vocational.

Design & Technology is one subject that the government has introduced to meet the technological needs of the country as well as preparing students for future careers and further training.

This syllabus should be used by all Senior Secondary School Teachers of Design & Technology to guide their overall teaching. It is built on a core that includes a range of new technological components that will enhance knowledge and skills as well as to keep up with the pace of technological development.

B.​Rationale

The Senior Design & Technology Programme is designed to build on knowledge and skills acquired in the Junior Secondary education in order to prepare young male and female Batswana for the demands of the technological world of the 21st century. It will therefore, equip them with a variety of knowledge, skills and attitudes that not only prepare them for further training and employment but for life in general.

The programme seeks to instill a sense of appreciation of technology to make sure that learners can adapt and cope with changing situations. It provides learners with broader design and technology concepts and principles that will allow them to expand their thinking capacity to tackle practical real-life problems in the community.

Design & Technology will also expose learners to a range of manufacturing knowledge, skills and processes. Hence, learners will have an opportunity to develop manipulative skills through the making of their designed products.

The programme will be delivered through problem-solving approach that will make learners more resourceful and enterprising. At the end of the programme learners should be dynamic, creative and multi-skilled and able to understand the environmental, social and economc implications of a variety of technologies.

C.​ Aims of Senior Secondary Programme

On completion of the two–year senior secondary programme learners should have: –

1 acquired knowledge, developed confidence and ability to assess their personal strengths and weaknesses and be realistic in choosing appropriate career/employment opportunities and/or further education and training.

2 developed skills to assist them in solving technical and technological problems as they relate to day-to-day life situations.

3 developed desirable attitudes and behavioural patterns in interacting with the environment in a manner that is protective, preserving and nurturing.

4 acquired attitudes and values, developed basic skills and understanding to allow for execution of rights and responsibilities as good citizens of Botswana and the world.

5 developed information technology skills as well as an understanding and appreciation of their ​influence in the day to day activities.

6 acquired knowledge, attitudes and practices that will ensure good family and health practices ​including awareness and management of epidemics (such as HIV/AIDS) that prepare them for productive life.

7 developed pre-vocational knowledge and manipulative skills that will enable them to apply content learnt and attitudes and values developed to practical life situations in the world of work.

8 developed an understanding of and acquired basic skills in business, everyday commercial transactions and entrepreneurship.

9 developed foundation skills such as problem-solving, critical thinking, communication, inquiring, and team work/interpersonal to help them to be productive and adaptive to survive in a changing environment.

10 developed study skills required for further study and training.

D.​Aims of Senior Secondary Design & Technology Programme

On completion of the two-year Design & Technology Senior Secondary Programme learners should: –

1. have acquired a range of knowledge and skills applicable to further training, higher education and/or employment.

2. be able to develop an understanding of concepts and principles of systems including mechanical, electrical and electronic.

3. be able to understand the properties of a variety of materials in order to apply processes appropriate to their manipulation and transformation.

4. be able to understand the origins of technology and its impact on our lives and how it has influenced today’s world.

5. have developed technological literacy by applying various communication skills and information systems.

6. be able to effectively manage available resources.

7. have developed entrepreneurial skills that are relevant to the world of marketing and production.

8. be able to demonstrate dexterity, critical thinking, ingenuity, initiative, resourcefulness and discrimination as learners purposefully design and make useful products for their communities.

9. be able to adapt different technologies to suit local context.

10. have developed capabilities for safe manipulation of materials, tools and equipment.

11. have developed sound fabricational skills that enable them to work with a variety of materials, tools and equipment.

12. have developed a range of positive values and attitudes of social responsibility and co-operation.

13. be able to understand and apply the basic principles of problem-solving processes.

14. be responsible for their own development.

15. be environmentally sensitive as they design and make products for the real world.

16. be aware of the link between technology and the world of work.

E.​Recommended teaching methods

The syllabus encourages a learner-centred approach as emphasied in the curriculum blueprint. This includes emphasis on process skills, problem-solving skills, and the acquisition of hands-on experience, which should increase the participation, and performance of all groups e.g. groups of different abilities, learners with special needs, girls and boys. Teachers should approach the teaching-learning process in a learner centred manner. Therefore, it means that the teacher should use a variety of methods to achieve this, e.g. inquiring, demonstration, practical work, project work, field trips, discussions, computer guided learning etc.

In order to facilitate a learner-centred approach there should be pre-planning of activities as well as adequate working space to accommodate these activities.

Teaching methods should expose learners to solve real-life problems. Design & Technology should be presented in an interesting and challenging way that should popularise it and encourage learners to opt to pursue careers in technology related fields.

F.​ Assessment Objectives

The Design & Technology Senior Secondary Programme has a number of domains that will be taken into consideration when assessing candidates’ performance. These include the following:

1 Knowledge and understanding of materials and techniques, design and communication skills, systems and control to design meaningful products.

2 Application of knowledge and understanding of materials and techniques, practical skills and processes, tools and equipment in order to make suitable products.

3 Ability to apply knowledge and understanding of technology to solve real-life problems in the community.

G.​ Assessment

The assessment of Design & Technology syllabus will consist of a written paper and coursework. The examination will comprise the following:​•  Paper 1​Short answer and structured questions

​•  Paper 2​Coursework / Major project

The coursework / Major project will have a thematic approach and will start in January and end in October of the final year. Candidates will be expected to design and make a product. They will be required to submit their work in the form of a design folder or folio and a product. The coursework will be assessed formatively by the teacher and summatively assessed by the Centre.  The marks will be externally moderated by Examinations, Research & Testing Division (ERTD).

H.​Organisation of the Syllabus

The syllabus is organised around broad content areas subdivided into topics. Each topic consists of general objectives which give rise to specific objectives.   The specific objectives describe what the learners are expected to do.