South Africa Grade 7 Technology Syllabus - Course Entries

This document outlines the course content for the South Africa Grade 7 Technology syllabus. The curriculum is structured around the design process, which emphasizes investigating, designing, making, evaluating, and communicating. The content is divided into four core areas: Structures, Processing of Materials, Mechanical Systems and Control, and Electrical Systems and Control. The syllabus also integrates the impact of technology, indigenous technologies, and bias in technology throughout the learning process. The official Curriculum and Assessment Policy Statement (CAPS) document can be found here:

Term 1

• Introduction to Technology and the Design Process: This introductory section covers the definition and scope of technology, exploring various technology-related careers. Learners are introduced to the design process, which includes investigating, designing, making, evaluating, and communicating. Key design considerations such as fitness-for-purpose, cost-effectiveness, safety, ergonomics, aesthetics, societal impact, and environmental impact are also introduced.
• Graphical Communication: Learners are introduced to the purpose and conventions of graphical communication, including different line types (outlines, construction lines, hidden detail), scale, and dimensioning. They learn free-hand sketching and create two-dimensional working drawings of objects. Three-dimensional oblique and artistic drawing techniques are also covered.
• Mechanical Systems and Control: Levers and Linkages: This section focuses on simple mechanisms, specifically levers. Learners explore the different classes of levers (first, second, and third) and investigate their mechanical advantages. They examine simple linked levers in various tools and devices. The concepts of pneumatics and hydraulics are introduced in the context of the "Jaws-of-Life" rescue system, and learners develop a working model of a hydraulic-syringe-powered rescue device. This includes writing a design brief, specifications, and constraints, creating 3D and 2D drawings, and constructing a working model.

Term 2

• Structures: Learners explore the definition and purpose of structures, classifying them as natural or man-made. Different types of structures (shell, frame, solid) are examined. Learners investigate cell phone towers as examples of frame structures, focusing on strengthening techniques like triangulation. They also evaluate the advantages and disadvantages of different telephone systems (landline vs. mobile). Practical activities involve stiffening structural materials through tubing, folding, and triangulation. The design process is applied to the creation of a model cell phone tower, considering design issues such as visual pollution, stability, and center of gravity. This includes writing a design brief, sketching initial ideas, evaluating designs, creating working drawings, building a model, and presenting the project.

Term 3

• Electrical Systems and Control and Structures: This term introduces magnetism and simple electric circuits. Learners investigate different types of magnets and materials that are attracted to magnets. They build simple circuits and draw circuit diagrams using component symbols. The concept of electromagnetism is introduced through the construction of a simple electromagnet. Recycling of scrap metals is explored as a case study. Learners also investigate cranks and pulleys as simple mechanisms. The Mini-PAT integrates these concepts by challenging learners to design and build a crane with an electromagnet for sorting metals in a scrap yard. This project involves investigating existing crane designs, writing a design brief, sketching designs, drawing circuit diagrams, creating working drawings, building a working model, and presenting the project.

Term 4

• Processing of Materials and Impact of Technology: This term focuses on investigating emergency situations that can lead to refugees, including their needs for shelter and food. Learners investigate the types of food suitable for refugee camps and develop a design brief for a nutritious meal. They also investigate clothing worn in specialized occupations, focusing on the properties of textiles. The Mini-PAT involves designing and making an emergency shelter for disaster victims, considering materials, building techniques used by indigenous people and in informal settlements, waterproofing, and fire resistance. Learners write a design brief, sketch design ideas, and build a model of an emergency shelter.