ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

BUILDING
TECHNOLOGY
AND DESIGN
SECONDARY SCHOOL LEVEL
FORMS 1 - 6
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

[Link] MP133 Copyright 2015
Mount Pleasant
Harare
 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education ( MoPSE) would like to thank the following for
their contribution to the writing of this teacher’s guide:

zz CDTS staff
zz Technical and Vocational Education Panelists
zz UNICEF for funding

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

CONTENT PAGE

ORGANISATION OF THE TEACHER’S GUIDE........................................................................ 4

PREAMBLE............................................................................................................................... 5

RATIONALE............................................................................................................................... 6

PART A: CRITICAL DOCUMENTS...................................................................................... 7- 23

UNIT 1.1 CURRICULUM FRAMEWORK.................................................................................. 7

UNIT 1.2 OBJECTIVES............................................................................................................. 8

UNIT 1.3 SYLLABUS............................................................................................................ 9-17

UNIT 1.4 SCHEMES OF WORK........................................................................................ 17-19

UNIT 1.4.1 LESSON PLAN..................................................................................................... 20

PART B - CONTENT, METHODOLOGY, ASSESSMENT AND EVALUATION.................. 24 -29

2.1 METHODOLOGIES........................................................................................................... 24

2.2 INSTRUCTIONAL (TEACHING AND LEARNING) AIDS.................................................. 26

2.3 CLASS MANAGEMENT.................................................................................................... 27

2.4 EVALUATION..................................................................................................................... 28

2.5 TOPICS COVERED IN THE SYLLABUS........................................................................... 29

3.0 CONCLUSION................................................................................................................... 30

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

ORGANISATION OF THE GUIDE

This teachers’ guide was created to guide you the teacher as you embark on teaching Building
Technology Design in the new curriculum. We hope that it will make your undertaking easier and
clarify most aspects in the Building Technology and Design syllabus. This Teachers’ Guide will
be divided into two sections; Part, A which covers critical documents, and Part B, which covers
curriculum delivery

Part A - Critical Documents

zz Curriculum Framework
zz National syllabus
zz School syllabus
zz Scheme of work
zz Lesson plan
zz Progress records
zz Learner Profile

Part B -Curriculum Delivery

zz Content
zz Objectives
zz Methodology
zz Teaching-learning materials
zz Assessment and Evaluation
zz Class Management
zz Scope of the Guide

PREAMBLE

This teachers’ guide was created to guide you the teacher as you embark on teaching in the
new curriculum. We hope that it will make your undertaking easier and clarify most aspects in the
syllabus. This teachers’ guide will be divided into two sections; Part A which covers Critical Doc-
uments and Part B which covers Curriculum Delivery(content, objectives, methodologies, media,
assessment and evaluation.)

This teachers’ guide aims to assist you the teacher to:

zz interpret the national syllabuses and translate them into meaningful and functional school
syllabuses, schemes of work and record books
zz prepare relevant daily teaching notes
zz appreciate and understand the need to keep and maintain useful, comprehensive and up to
date class records
zz make and use relevant teaching and learning materials in the delivery of your lessons
zz acquire and use effective teaching techniques suitable for the subject and level of learners
zz acquire and demonstrate skills of setting reliable and valid test/ examination questions
zz cope with specific problem areas in teaching
zz design appropriate strategies for problem solving
zz manage your class effectively
zz be resourceful
zz guide learners to study effectively on their own
zz objectively evaluate your own teaching and the learners’ progress

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

The guide covers the following aspects:

zz Syllabus interpretation
zz Content
zz Methodology
zz Teaching and learning materials
zz Class management
zz Record keeping
zz Evaluation

RATIONALE

This teachers’ guide has been produced in order to guide you the teacher in interpreting the new
curriculum syllabus to satisfy its objective of producing learners with the requisite skills. It helps
you to unpack the topics into teachable units and how to scheme and plan for the new curriculum.
You should stimulate in learners, the responsibility to care for the local and global environment
and to adopt sustainable systems.

Assists in the teaching- learning of other subjects across the curriculum while also offering oppor-
tunities for lifelong learning. It helps learners to develop problem solving and critical thinking skills
that are necessary for meaningful and active participation in society. Building and Technology and
Design develops in leaners, qualities which emphasise the learners’ role in making and shaping of
their environment. It fosters the learner’s ability to employ problem solving skills which promotes
the application of scientific and technological knowledge. The syllabus promotes entrepreneurial,
recreational and other life skills relevant in the contemporary society.

The learning area enables learners to appreciate the dignity of labour, integrity (Unhu/Ubuntu)
and patriotism. It also enables learners to value the use of different materials in design. This al-
lows greater flexibility in solving practical problems encountered in everyday life. An integral part
of the syllabus is the development of the learners’ appreciation of the significance of the principal
raw materials used in the workshop. The learners are made aware of the environmental and eco-
nomic impact of the learning area and provide solutions. The syllabus seeks to inculcate a culture
of maintenance and self- reliance. As such, you the teacher must of necessity be resourceful to
ensure that the objectives of the syllabus and indeed those of the curriculum are achieved. It is
hoped that this guide will assist you in your endeavour.

The study will enhance development of skills in

zz Problem solving
zz Critical thinking
zz Innovativeness
zz Invention
zz Creativity
zz Project management
zz Value addition and beneficiation
zz Intellectual property rights
zz Research
zz Decision making
zz Self-management
zz Enterprise

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

PART A: CRITICAL DOCUMENTS

As a teacher you need to know the critical documents you should have to deliver the curriculum
effectively. You should have the following:
zz Curriculum framework
zz National syllabus
zz School syllabus
zz Scheme-cum plan or schemes of work and lesson plans
zz Learner profile guide
zz Records
zz Attendance register

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

Unit 1

1.1 CURRICULUM FRAMEWORK

The Curriculum Framework for Zimbabwe, Primary and Secondary Education, is a policy docu-
ment that outlines the underpinning national philosophy, principles, learning areas, descriptions
and expectations of the Ministry of Primary and Secondary Education (MoPSE). It offers a vision
of the education system and the kind of school graduates that Zimbabwe needs. It prescribes
what the government expects you to deliver as you go about your duties. You should therefore
be familiar with the document. It also informs you where Building Technology and Design as a
Learning Area is placed.

It is important for you to familiarize with the curriculum framework for Zimbabwe Primary and Sec-
ondary Education 2015-2022.

OBJECTIVES

By the end of this unit, you should be able to:

zz familiarise yourself with the new curriculum framework
zz use the goals of the curriculum framework to produce the desired learners
zz interpret the syllabus as expected by the new curriculum
zz teach as expected by the curriculum
zz articulate the parameters of each topic
zz break down the national syllabus into a school syllabus

N.B It is mandatory for you to be in possession of the new Curriculum Framework.

Key Elements of the Curriculum

Vision
Mission
Principles underpinning the curriculum
Pillars of the Curriculum
Aims of the curriculum
Organisation of the Curriculum
Learner exit profiles
Learning Areas for the New Learning Levels
Life-skills Orientation Programme

For details on these key elements of the curriculum you are referred to the New Curriculum
Framework

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

UNIT 2

2.1 SYLLABUS INTERPRETATION

SYLLABUSES
Syllabuses are key documents to you the teacher. There are two types of syllabuses: National Syl-
labus and the School Syllabus. A syllabus is a plan that states exactly what learners should learn
at school in a particular learning area. You are required to teach from the syllabus. Examinations
are set from the syllabus.

It is a major curriculum document which:-

zz Prescribes what government would like to see taught in all schools as spelt out in the
curriculum framework.
zz Outlines the experiences that learners should undergo in a particular course of study i.e.
infant, junior and secondary.
Syllabus Interpretation is the process of making sense of the syllabus, finding meaning, unpack-
ing the syllabus, analysing it, synthesising [Link] a professional teacher you need to learn how
to interpret the syllabus [Link] syllabuses were developed in consultation with several
teachers and experts, not every teacher is privy to what the developers intended. Syllabus inter-
pretation therefore helps you the teacher, to share the same meaning with the developers. It also
attempts to put all of you teachers at the same level since you hold different kinds of qualifications
from different training institutions.

Syllabus interpretation prepares you the teacher, for effective syllabus utilization.
Syllabus interpretation focuses on the following:
zz The national philosophy/vision as spelt out in the curriculum framework.
zz The syllabus aims and objectives, what does the syllabus intend to achieve within the
learners?
zz The content, knowledge, skills and attitudes i.e. competences. Content constitutes the heart
of the syllabus. Syllabus interpretation facilitates breaking down of content into teachable
units.
zz The nature and scope of the content
zz It is organized in a spiral approach (Bruner) the same topics taught at every level but gaining
in breadth and depth as one goes up the ladder.
zz The methods of delivery are learner-centred, hands on approach, experimental learning and
problem solving.
zz As a teacher, you are a facilitator in the learning process and not the sole fountain of knowl
edge.
zz Evaluation and assessment; as the teacher evaluation gives a basis to check whether indeed
learners are benefiting from the syllabus implementation and whether objectives are being
met.
zz Evaluation/assessment can be in the Form of exercises, tests, projects, group tasks. There
are two main types of evaluation:
i. Formative evaluation on-going/ continuous. Although it is not new to Building Technology
and Design teachers, Continuous assessment is a major innovation in the new curriculum.
ii. Summative evaluation; coming at the end of the course is terminal

zz As teachers, you constitute the backbone of the education system. Your ability to deliver
effective lessons depends on careful planning. Planning begins with syllabus interpretation
which Forms the basis for:
zz Development of school syllabus
zz Development of scheme of work
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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

zz Development of lesson plans

Development of a school syllabus involves re-organising the national syllabus, taking into account
local factors. Schemes of work are derived from the school [Link] daily lesson plan is, in
turn, derived from the scheme of work. To interpret the syllabus, you need to identify its compo-
nents and establish links between and among them

Curriculum National School Scheme Lesson

Framework Syllabus Syllabus of work Plan

Figure 1 Chain development of key documents.

(a) NATIONAL SYLLABUS

The national syllabus is developed centrally by the Ministry to give direction to the learning pro-
cess. It is a policy document that outlines and specifies the learning area philosophy, aims and
objectives, Learning/teaching content, suggested methodology and assessment criteria at every
level. Every teacher must have it to make sure the national goals on education are uniformly
achieved. The syllabus consists of:

zz Cover page
zz Acknowledgements
zz Contents page
zz Preamble
zz Aims
zz Syllabus Objectives
zz Syllabus Topics
zz Scope and Sequence
zz Competence Matrix
zz Assessment

1. Preamble

The preamble consists of introductory notes to the syllabus. It has five sub-titles.
i. Introduction: Gives a brief introduction to the learning area.
ii. Rationale: This is a justification of why this particular learning area is included in the
curriculum.
iii. Summary of content: This is a summary of what should be learnt in a particular learning
area.
iv. Assumptions: This is the knowledge that the learners are assumed to already have.
v. Cross- cutting themes: These are emerging and contemporary issues that cut across all
learning areas. As a teacher you should find ways of incorporating them in your teaching
whenever possible. These are:
zz Gender
zz Children rights and responsibilities
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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

zz Disaster risk management

zz Financial literacy
zz Life Skills,( HIV and AIDS)
zz Child protection
zz Heritage Studies
zz Collaboration
zz Environmental issues
zz Inclusivity
zz Respect (Unhu/Ubuntu/Vumunhu)

NB Not all cross cutting themes can be applied in all topics, some are more applicable to particu-
lar topics than others.

2. Presentation of the syllabus

This is a description of how the syllabus is presented.

3. Aims

These are general statements of what the learning area intends to achieve (major outcomes).
They are long term therefore broad. They generally cover the whole learning area e.g. from Form
1-4. They may differ from level to level for the same learning area. They cover all domains of
Bloom’s Taxonomy and should cater for all learners. (Inclusivity)

4. Syllabus Objectives

These are specific competencies of the learning area and are derived from the Aims. The learn-
ing area syllabus objectives are SMART (Specific, Measurable, Achievable, Result oriented and
Time framed). These should also guide you to develop topic and lesson objectives.

5. Methodology and Time allocation.

This syllabus takes into account learner centred approaches and methods. The choice of teaching
methods and approaches should be guided by the principles of inclusivity, relevance, specificity
and respect. They are guided by the curriculum framework’s thrust i.e. skills or competency based,
promoting critical thinking and problem solving.

Time allocation

This reflects the number of periods and their duration allocated for the learning area. Ten (10) for-
ty minute (40) periods per week for Forms 5 to 6, Eight (8) forty minute (40) periods per week for
Forms one to four, for adequate coverage of the syllabus. The eight periods are sub divided into
six (6) block periods for practical work and two (2) block periods for theory work. Learners should
go for an educational tour once a year and should exhibit their artefacts at least once a year as
prescribed by the syllabus. It is your responsibility to plan for the educational tours and exhibitions
and time for these should be provided for within the school calendar.

6. Topics

These are the main pillars of the content for the levels given in itemized Form. They Form the
core of a given learning area. In a practical learning area, some topics are based on broad skills.
Topics are broken down into sub-topics in the competency matrix. There are Thirteen (13) topics
in the Form 1-4 syllabus, whilst the form 5-6 has nine (9) topics
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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

7. Scope and Sequence

This shows you the breadth and depth of the content. Sequence refers to the ordering of the infor-
mation. Information is arranged according to logical ordering of the subject matter from simple to
difficult concepts. Generally the same concept cuts across all levels differing in depth as leaners
progress to higher levels. You should understand this spiral approach as it helps you in developing
the school syllabus as well as scheming and planning for your work. However, take note that not
all concepts cut across from Form one to six. Some concepts may be covered in Forms one and
two only therefore may not appear in Forms three and four, five and six.

Table 1: Scope and Sequence Chart Sample

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

7.1 Building zz Introduction to zz Indigenous zz Structure of zz Contracts and
Technology Building Technol- technology the construction tendering proce-
ogy and Design zz Building as an industry dures
as a learning enterprise zz Contracts and zz Building as an
area tendering proce- enterprise
zz Importance of dures
shelter zz Building as an
zz Careers in enterprise
the construction
industry
7.2 Health and zz Common ac- zz Safety on con- zz Regulations zz Personnel
Safety cidents in work- struction sites and acts govern- involved in safety
shops and con- zz Application of ing safety and and health in the
struction sites First Aid health at work workplace
zz Causes of places zz Handling of
accidents zz Safety on hazardous sub-
zz Prevention of scaffolds and stances
accidents ladders zz Application of
zz Protective zz Application of First Aid
clothing First Aid
zz Application of
First Aid
7.3 Building zz Hand tools zz Scaffolding zz Introduc- zz Servicing of
Tools and zz Care of tools and safety tion to building ladders and scaf-
Equipment and storage equipment folds
zz Classification zz Use, service
and maintenance and mainte-
of hand tools nance of build-
ing equipment
zz Care of
equipment
zz Designs of
storage shelves

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

8. COMPETENCE MATRIX

It is a table that presents you with the concepts/content to be taught or competencies to be ac-
quired. It is developed from the Scope and Sequence. It includes Topic/Skill, Objectives, unit/com-
petence content, suggested learning activities and suggested resources. Table 2 below shows a
sample of the Competence Matrix as it is presented in the syllabus.

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

Table 2: Competence Matrix sample

FORM 1
COMPETENCY MATRIX
TOPIC 1: HEALTH AND SAFETY

KEY OBJECTIVES CONTENT SUGGESTED SUGGESTED

CONCEPTS Learners should (ATTITUDES, NOTES AND RESOURCES
be able to: SKILLS AND ACTIVITIES
KNOWLEDGE)
8.1.1 Causes zz Identify caus- zz Causes of ac- zz Identifying zz Reports and
of accidents at es of accidents at cidents at build- causes of ac- statistics on acci-
a building site building sites ing sites, such cidents at con- dents
zz Perform fire as fall, defective struction sites zz Recommend-
drills periodically tools, horse play, and workshops ed textbooks and
carelessness, zz Listing acci- materials
slippery floors, dents that may zz Print media
long sleeves occur at con- zz ICT tools
zz Emergency struction sites
call for help zz Demonstrat-
zz Fires drills ing emergency
call and fire
drills
zz Performing
mock fire drills
8.1.2 Methods zz Describe zz Sensitisation zz Discussing zz First Aid kits
of Accidents methods of acci- on accidents on methods of zz Stretcher beds
Prevention at dents prevention regulations accident pre- zz Print media
Construction at construction -Prevention vention and self zz ICT tools
Sites sites methods health practices zz Realia such
zz Carry out -Sites working zz Identifying tools and equip-
awareness rules appropriate pro- ment
campaigns in -Inspection of tective clothing zz Placards
and outside the tools and equip- for given tasks zz Flyers
school ment prior to zz Designing
work awareness cam-
zz Safe health paign materials
practices (HIV- zz Campaigning
AIDS and other in and outside
diseases) the school

First Aid zz Identify First zz First Aid zz Identifica- zz First Aid kit
Equipment at Aid equipment equipment tion of First Aid zz Stretcher beds
Work Sites and materials at zz First Aid pro- equipment at zz Resource
work sites cedures work places persons
zz Outline proce- zz Role play of
dures to be taken accident scenes
for treatment of
accident victim
zz Perform First
Aid procedures

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

9. ASSESSMENT

This section gives you information on how the learning area will be assessed, the weighting and
skills to be tested, types of questions and duration of each paper. It gives information on how the
forms of assessments, namely Formative/Continuous, and Summative will be conducted and
the percentages allocated to each. It contains information on profiling, assessment objectives,
scheme of assessment, specification grid and assessment model.
The assessment of learners will be based on 40% Continuous assessment and 60% Summative
assessment.

(b) SCHOOL SYLLABUS

This is the breakdown of the national or official syllabus drafted at the school and derived from the
national syllabus. It is influenced by the following factors:
- level of learner performance
- facilities and funds available
- time allocation in the official syllabus
- local conditions that affect choice and sequencing of topics
- supply of textbooks and other teaching materials
- education technology
- community influence

Conclusion

A comprehensive understanding of the syllabus is mandatory to you so that you facilitate learn-
ing and teaching process effectively for the achievement of syllabus objectives as well as learner
competencies.

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

UNIT 3

SCHEMES OF WORK

A scheme of work is a plan for something. Your scheme of work is therefore a plan of action which
should enable you to organize teaching activities ahead of time. It is a summarized forecast of
work which you consider adequate and appropriate for the class to cover within a given period
from those topics which are already set in the syllabus. This important document is drawn from
the school syllabus which in turn is drawn from the national syllabus. It outlines what you ought
to execute on your day to day teaching and learning activities. The document should therefore
be clear in terms of objectives, activities, content and methodologies to be employed. You should
draw your scheme of work/scheme-cum plan at least two weeks in advance of the lesson delivery
date. (Use of I.C.T tools in drawing up the document is encouraged).

Components of a scheme of work

The scheme of work has the following components which should help you deliver with less chal-
lenges.
zz Week ending: which usually falls on a Friday as the last day of the week. For example 27
January, 2017.
zz Topic/Content: this constitutes the main concept to be covered. For example, Safety Pre
cautions at a Building Site.
zz Objectives: these are specific teaching/learning objectives. Good objectives provide you
with clear delivery focus, provide a means of assessing leaner performance, and also allow
for your self-evaluation. They should address the 3 Domains that is the Affective, Cognitive
and Psychomotor.
zz Competencies: these are lifelong qualities and skills you want to see in your learners. They
include critical thinking, problem solving, creativity, modelling, communication, collaboration,
Unhu/Ubuntu/Vumunhu, leadership and technological competencies.
zz Methods and Activities: learning and teaching methods and activities should be learner
centred and should encourage learner creativity.
zz Source of Material (S.O.M) / Reference/Media: this is an indication of where you are
getting your content and the media you are going to use during lesson delivery.
zz Evaluation: it is a reflection on you, how you have delivered, successes and challenges
faced and as well as leaner performance.

STRUCTURE OF A SCHEME-CUM PLAN

Below is an example of a Form one Scheme-cum plan on a particular topic.

Form One Schemes of Work

Topic: Health and Safety

Key-concept: Building Site/Workshop safety

Layout of the Schemes of Work is usually horizontal and comprise the following columns:

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 Week Topic/ Aims: By the end Competencies Methods/ Sources/ Evaluation
ending Content of the week, pupils Activities References/
should be able to: Media

27/01/17 Health and zz Identify causes of acci- zz Communica- zz learners/teacher Syllabus page 6
safety dents at a construction site tion discussing safety Building Technology
zz State personal safety zz Problem solv- precautions/rules and Design
rules to be observed at ing in groups Focus on book 1
building sites and in work- zz Unhu/Ubuntu/ zz learners/teach- by Earnest Sitshe-
shops Vumunhu er taking part in bo page 14-15
zz Demonstrate practically zz Collaboration practical demon-
how to safely carry tools. zz Creativity strations on how to Charts
zz Identify protective cloth- handle and ar-
ing worn at a site range tools safely ICT tools
at a site
zz Role-play by Protective clothing
learners on how to
move/walk around Reports on Acci-
at a building site dents Statistics

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

UNIT 4

LESSON PLAN

This is a detailed daily plan of what you intend to deliver during the lesson. This is to be used in the
event of you having drawn a scheme of work rather than a scheme cum [Link] is your immediate
translation of the scheme of work into action, showing what you are going to teach, for how many
minutes, to whom, how and why.

EXAMPLE OF A LESSON PLAN

CLASS: Form 1A

LEARNING AREA: BUILDING TECHNOLOGY AND DESIGN

DATE: 27 January, 2017

TIME: 10:30am – 11:40am

TOPIC: Health and Safety

Key concept: Safety Precautions at a Building Site

Sub-concept:

- Causes of accidents at a building site and workshop

- Safety precautions at a building site
- Personal safety
- Tools safety

S.O.M.: - National syllabus (Form 1-4) page 60-61
- Teachers’ Guide Book page 15
- Focus on Building Technology and Design book 1, Earnest Sitshebo page 14-16

MEDIA: chart illustrating safety, realia such as sharp edged tools, containers of paint, empty
bottles of different chemicals, bricks, safety clothing.

ASSUMED KNOWLEDGE:

Learners have knowledge on safety from their primary school Science and Technology learning
area

LESSON OBJECTIVES

By the end of the lesson learners should be able to:

zz Identify causes of accidents at a building site and workshop/ tools storeroom
zz State regulations and precautions to be observed when working at a building site, and
handling/using of different types of tools and equipment
zz Identify safety clothing that is worn at a building site
INTRODUCTION: Learners brainstorm the need for safety precautions i.e. rules and regulations
at a building site
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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

ACTIVITIES

zz Identification of causes of accidents at a building site and tools store room/workshop

zz Demonstrating safe movement at a building site and safe conduct in a tools storeroom e.g.
no running about at a site
zz Demonstrating the safe use of tools and equipment
zz Discussion on safety precautions to be observed at a building site and in a tools storeroom
zz Writing notes in note books.

Stage 1: Learners identify the advantages and disadvantages of using tools properly.
Stage 2: Learners in groups demonstrate on how to carry sharp tools from the storeroom.
Stage 3: Learners arrange tools/equipment and bricks properly for easy movement at a building
site
Stage 4: The teacher to emphasise on strengths demonstrated by learners, correct any mistakes
done by the same

Conclusion: Learners and the teacher summarise their discoveries by discussing the importance
of observing safety at a building site and in a tools storeroom/workshop

Task: Learners take down notes from chalkboard/textbook. Learners are assigned with questions
for further research on health and safety issues.

LESSON EVALUATION:

Strength: .........................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................
Weaknesses: ..................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................
Way forward: ..................................................................................................................................
........................................................................................................................................................
........................................................................................................................................................
.........................................................................................................................................................

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UNIT 5

RECORDS

Records are critical documents about the teaching-learning process, which you must keep as a
teacher. They should be accurate and up to date because you will need them to interpret infor-
mation to promote learning. They must be kept safely so that the next teacher to take that class
will be well and correctly informed. The following are some of the reasons why you should keep
records.
zz Records guide you on your day to day operations
zz Help you track learner performance
zz Planning and readjustment of plans
zz Source documents for reference
zz Basis for profiling
zz Basis for counselling
zz Basis for remediation and extension

Types of Records

zz Curriculum Framework for Primary and Secondary Education 2015-2022

zz Syllabuses (national and school)
zz Staff and pupil details
zz Schemes of work, lesson plans/scheme cum plans
zz Class attendance register
zz Performance Lag Address Programme (PLAP) record (where applicable)
zz Social record
zz Progress record
zz Remedial record
zz Test record
zz Supervision record
zz Asset and stock control registers
zz Teacher’s Guide
zz Circulars
zz Minutes

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

PART B: CONTENT, METHODOLOGIES, ASSESSMENT AND EVALUATION

2.1 METHODOLOGIES

As a teacher it is important for you to use problem solving and learner–centred approaches. You
are the facilitator and the learner is the doer. You should select appropriate teaching methods for
your lessons. They should be varied and motivating. The following methods are suggested for you
and you should select one or several depending on:
zz The subject matter
zz Instructional objectives
zz The learner
zz The teacher
zz The time
zz Instructional materials
zz The environment

It is advisable that the learner be exposed to more than one method in a lesson. Teaching meth-
ods can be grouped under three main categories:

a) Cognitive development methods

b) Affective development methods
c) Psychomotor development methods

a) COGNITIVE DEVELOPMENT METHODS

These are mainly didactive
- Debate
- Problem solving
- Discussion Method
- Questioning/Socratic Method
- Team Teaching Method
- Recitation Method
- Field Trip/Educational tours

b) AFFECTIVE DEVELOPMENT METHODS

- Modelling Method
- Imitation and Simulation Method
- Dramatic Method
- Role-Playing Method
- Story telling
- Songs

c) PSYCHOMOTOR DEVELOPMENT METHODS

These are more learner activity based and heuristic Story telling
- Imitating or simulation
- Exploration
- Research
- Projects
- Games and quizzes
- Problem solving
- Educational tours
- Drama, song, poetry
- Demonstration
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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

- Group discussion
- Debate
- Gallery walk

2.2 INSTRUCTIONAL (TEACHING-LEARNING) AIDS

These are materials that enhance the teaching- leaning process. They assist you the teacher to
achieve desired objectives while in learners they help in concretising the concepts. They help
learners learn better and faster, motivating them and stimulating interest.

2.2.1 SELECTING APPROPRIATE INSTRUCTIONAL AIDS

When selecting instructional aids, you have to consider the following;

- topic
- level of learners
- available resources
- environment
- number of learners
-
These teaching-learning aids should be of good quality and user friendly considering the available
resources in the school. Examples of teaching-learning aids appropriate in teaching are;
zz Charts
zz ICT tools
zz Textbooks
zz Newspapers
zz Magazines
zz Models
zz Mock –ups/Lash-ups
zz Prototypes
zz Realia such as tools, furniture, roofs, joinery fittings and other installations.

Instructional aids should be used effectively, they must serve the purpose they are meant for rath-
er than be mere window dressing. You should design your media with the topic in mind. Charts
and cards must be clearly written, with visible colours and correct size of script for the level of
learners. Electronic equipment should be checked before the lesson so that it is in good working
order. If using complicated technical aids, make sure you practice beforehand so that you do not
embarrass yourself in front of the class.

2.3 CLASS MANAGEMENT

This is the process of planning, organizing, controlling and leading the class activities to facilitate
learning.

CREATING AN EFFECTIVE LEARNING ENVIRONMENT

This covers classroom organization from:

zz Physical environment
Clean, tidy and airy workshops/classroom and workbenches/furniture arranged carefully for
safety, and teaching aids that are visible to learners.
zz Emotional environment
zz You need to be firm yet warm and pleasant. As a teacher you must set the right tone, telling

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 BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

your learners what behaviour you expect from them.

zz Grouping
You may group your learners according to needs, abilities, but never by sex. Encourage them
to share ideas in groups.
zz Class control and discipline
You must be knowledgeable of the school policy on discipline. A teacher must always be firm
but fair. Good behaviour must be acknowledged and punishments must be corrective not cruel.
You should create an atmosphere of trust and honesty in your class and aim for intrinsic disci-
pline.
zz Motivation

As a teacher you must make your learners feel important through recognizing and rewarding
achievements, and encouraging those who are lagging behind. You should encourage learners
to show pride in their work. Rewards should not be food, but positive remarks, or items related to
learning like pencils and crayons or even displaying their work. Calling pupils by their names cre-
ates good rapport with your class. You should also be a role model to your learners by producing
exemplary work which enables learners to see that what you are teaching is achievable.

zz Supervision
You must check learners’ work in order to guide and correct them in all areas from individual pro-
jects, group work, assignments, exhibitions, field trips and soft skills.

2.4 EVALUATION

This is the measuring of the success of teaching in terms of teacher and learner performance. It
provides you with feedback on the acquisition of knowledge, skills and attitudes by learners. At
secondary level, learners will be assessed through continuous assessment and summative as-
sessment. Specific tasks, assignments and projects will be administered throughout the course
and the marks collated. Assessment tasks are outlined at the end of the syllabus and include the-
ory, drawing, practical and design exercises and any other appropriate ones depending on your
school syllabus.

2.4.1 EVALUATION METHODS

zz Assignments
zz Creative work
zz Checklists
zz Rating Scale
zz Observation Guide
zz Written Exercises
zz Theory Tests
zz Projects
zz Design work

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BUILDING TECHNOLOGY AND DESIGN Teacher’s Guide 2015-2022

2.5 TOPICS COVERED IN THE SYLLABUS

zz Building Technology zz Site surveying

zz Safety and Health zz Quantity serveying and estimation
zz Building Tools and Equipment zz Structural analysis
zz Materials zz Architecture
zz Bonding zz Management of construction projects
zz Site Works zz Maintenaince and renovation
zz Sub Structure zz Building control and development
zz Super Structure zz Renewable energy
zz Design and Drawing zz Intellectual property
zz Quantities
zz Finishes
zz Services
zz Science of materials

CONCLUSION

We hope this guide will help you make a breakthrough into the new curriculum. It should guide you
on interpreting the syllabus, making your own school syllabus; deriving a scheme of work and a
lesson plan or scheme-cum plan; choosing appropriate methods and instructional aids, managing
your class and making and maintaining records and finally evaluating yours and your learners’
progress.

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