Resource and Technology Grade 9

NATIONAL STANDARDS CURRICULUM GUIDE
GRADE 9
RESOURCE & TECHNOLOGY

Business Basics • Family & Consumer Management • Agricultural Science • Engineering & Mechanisms
© Ministry of Education, Youth and Information, Jamaica. 2018

A C K N O W L E D G E M E N T
Our connection with each other is unquestionable and so at the end of this arduous yet rewarding journey, the Ministry of
Education, Youth and Information gratefully acknowledges the contributions of the following individuals and institutions who
generously gave of their time and resources in the planning and development of the National Standards Curriculum (NSC):
• Mrs. Sharon Neil- former DCEO, Curriculum and Support Services, who provided leadership to the process during her tenure
• Mrs. Lena Buckle Scott- DCEO, Curriculum and Support Services, who provided leadership to the process
• Mrs. Patricia Britton – Former Assistant Chief Education Officer, Technical & Vocational Unit, who started the process
• Mrs. Janice Latty-Morrison – Former Assistant Chief Education Officer, Technical & Vocational Unit, who completed the process.
• Mr. Anthony Gray – Assistant Chief Education Officer, Technical & Vocational Unit
• Current and former Education Officers of the Technical & Vocational Unit and Resource persons who led the writing of the
curriculum and gave oversight to the development process:
IINDUSTRIAL EDUCATION BUSINESS EDUCATION HOME ECONOMICS EDUCATION AGRICULTURAL SCIENCE EDUCATION
Mr. Ray Taylor, Mr. Conrad Valentine, Mrs. Vivene Jones-Robinson, Mr. Ruel Service,
Senior Education Officer, Industrial Senior Education Officer, Business Senior Education Officer, Home Former Senior Education Officer, Agricultural
Education Education Economics Science Education
Mr. Everett Riley, Mrs. Winsome Mills-Neil, Mrs. Shereen Davy-Stubbs,
Education Officer, Industrial Education Education Officer, Business Educa- Education Officer, Home Economics
tion Education
Mr. Glenroy Hemmings (Late), Mrs. Maxine Hiills,
Education Officer, Industrial Education Education Officer, Home Economics
Education
Mr. Oneil Lalor, Ms. Judith Moore,
Education Officer, Industrial Education Education Officer, Home Economics
Education
Mr. Owen Wilson ,
Education Officer, Industrial Education
• Principals/ school administrators, lecturers, teachers and other resources persons who participated in the writing process
• Principals and staff of the forty (40) pilot schools who facilitated the two years of curriculum piloting in their schools
• Regional Directors and Territorial Education Officers who contributed to the development and implementation of the curriculum
• The team of Mathematics and Literacy coaches and specialists led by Dr. Tamika Benjamin and Dr. Andre Hill respectively who
participated in the writing and review of the documents
ii
• Consultants:
- Ms. Lila Oliver, Ms. Mary Surridge, Mr. Brian Male and Ms. Wendy Pemberton for their guidance in the development and design of
the curriculum
- Dr. Sherril Gardner and Mrs. Herma Meade Thompson for guidance in the area of integration at Grades 1-3
- Dr. Nancy George and Mrs. Diane Browne for work on the evaluation of the draft curriculum documents
- The team of local reviewers- Mrs. Daphine Simon, Ms. Sylvia Bryan and Mrs. Paulette Roberts (late)
- The team of international reviewers led by Professor Jari Lavonen, Dr. Kaisa Hahl and Dr. Mary Jean Gallagher
• Miss Jean Hastings, former Director of the Education System Transformation Programme, who during her tenure in the post facilitated
the processes of the Curriculum Units
• Mrs. Winnie Berry and Mrs. Sophia Forbes Hall, former Senior Functional Education Officers of the Core Curriculum Unit who provided
administrative and technical leadership to the development process.
• Mrs. Michelle Kerr, Senior Functional Education Officer (Acting) and Mrs. Coleen Clarke Russell, Functional Education Officer who
provided administrative leadership to the production process.
• The members of the Curriculum Secretariat, the administrator and secretaries in the Core Curriculum Unit who provided administrative
support during the development and implementation of the curriculum.
• The team of curriculum editors led by Mrs. Taina Williams, Miss Keisha Hill and Dr. Donna Powell Wilson
• The team of curriculum formatters led by Mr. Marlo Scott, Mr. Kibwe Dunn and The Write Appeal
• The various stakeholder groups, who provided valuable information on societal needs in relation to the curriculum
• All others whose names do not appear, but who contributed to the production of the NSC
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T A B L E O F C O N T E N T S
Title Page STEM Integration...............................................................31
Acknowledgements........................................................................ii Range of Content...............................................................32
Table of Contents..........................................................................iv About the Project................................................................32
Messages......................................................................................vi Guidance for the Teacher...................................................33
NSC Glossary of Terms............................................................... xiv Project 9.1 Term 2...................................................................34
Introduction to Resource & Technology........................................xv
Subject Philosophy.....................................................................xviii Family and Consumer Management Project 9.2
Scope and Sequence
Agriculture and the Environment Project 9.1
STEM Integration...............................................................43
Scope and Sequence Range of Content...............................................................44
Aim of the Project.................................................................1 About the Project................................................................45
Complete Overview of Subject Content...............................1 Guidance for the Teacher...................................................46
Standards for Project 9.1......................................................2 Project 9.2 Terms 2&3.............................................................47
STEM Integration.................................................................3
Range of Content.................................................................4 Family and Consumer Management Project 9.3
About the Project..................................................................4 Scope and Sequence
Guidance for the Teacher.....................................................5
Project 9.1 Term 1.....................................................................7 STEM Integration...............................................................55
Range of Content...............................................................56
Agriculture and the Environment Project 9.2 About the Project................................................................56
Guidance for the Teacher...................................................57
Scope and Sequence Project 9.2 Terms 3..................................................................58
Aim of the Project...............................................................15
Complete Overview of Subject Content.............................15 Industrial Education Projects
Standards for Project 9.1....................................................16 Scope and Sequence
Range of Content...............................................................17
About the Project................................................................17 Aim of the Project...............................................................66
Guidance for the Teacher...................................................18 Guidance for the Teacher...................................................67
Project 9.2 Terms 2&3.............................................................20 Design Process Cycle........................................................68
Overview of Subject Content..............................................69
Family and Consumer Management Project 9.1
Term 1
Scope and Sequence
Industrial Techniques Project 9.1
Aim of the Project...............................................................29 STEM Integration...............................................................71
Complete Overview of Subject Content.............................29 Associated Units.................................................................72
Standards for Project 9.1....................................................30 Description of the Project...................................................72
iv
About the Project................................................................73 Range of Content.............................................................124
Range of Content...............................................................74 Guidance for the Teacher.................................................124
Project 9.1..........................................................................75 Project 9.2.............................................................................125
Project 9.3 Scope and Sequence
Term 2
Stem Integration...............................................................133
Industrial Techniques Project 9.2 About the Project..............................................................134
STEM Integration...............................................................85 Range of Content.............................................................134
Associated Units.................................................................86 Guidance for the Teacher.................................................134
Description of the Project...................................................86 Project 9.3.............................................................................135
About the Project................................................................87
Range of Content...............................................................88 Business Basics Projects Term 3
Project 9.2..........................................................................89
Project 9.4 Scope and Sequence
Term 3 Stem Integration...............................................................143
Industrial Techniques Project 9.3 About the Project..............................................................144
STEM Integration...............................................................99 Range of Content.............................................................144
Associated Units...............................................................100 Guidance for the Teacher.................................................145
Description of the Project.................................................100 Project 9.4.............................................................................147
About the Project..............................................................100 Project 9.5 Scope and Sequence
Range of Content.............................................................101
Project 9.3........................................................................102 Stem Integration...............................................................151
About the Project..............................................................152
Business Basics Projects Term 1 Range of Content.............................................................152
Guidance for the Teacher.................................................152
Scope and Sequence Project 9.5.............................................................................153
Complete Overview of Subject Content...........................113
Stem Integration...............................................................114 Appendices
About the Project..............................................................115 Glossary of Terms..................................................................158
Range of Content.............................................................115 Alternative Pathways to Secondary Education (APSE).........161
Guidance for the Teacher.................................................116 STEM and the NSC...............................................................163
Project 9.1.............................................................................117 Lesson Plans.........................................................................171
Appendix II: Assessment and Record Kepping.....................173
Business Basics Projects Term 2 Appendix III: Strategies for the Delivery of Resource and
Project 9.2 Scope and Sequence Technology............................................................................178
Stem Integration...............................................................122
About the Project..............................................................124
v
M E S S A G E
Education has always been pivotal to societal and economic development. It is for this reason that
Jamaica remains unshaken and hopeful of a realized vision to be “the place of choice to live, work,
raise families and do business.” The assurance of the possibility of all that such a vision entails comes
from the recognition that Jamaica is endowed with tremendous God-given talent and creative potential
and as a people of strong faith in spiritual principles and resilience; we are able to harness our capa-
bilities, to make significant influence on the world. It is through this new National Standards Curriculum
(NSC) that we hope to propel this vision of the education system whilst becoming more relevant, current
and dynamic.
The team at the Ministry of Education Youth and Information is cognizant of the fact that the curriculum
is the heart and mind of education and remains the most powerful means by which any country can
develop and be sustainable. It is for this reason that the NSC has been designed with the understanding
that people, learning and national development are at the core of our existence in a time of rapid change
in the physical, social, economic and other dimensions of the global landscape. As a consequence, we
celebrate the wisdom of the developers who through the engagement of numerous stakeholder groups,
have responded favourably to the need for that kind of education that prepares our young people for life;
while challenging our more mature to join in this lifelong journey of learning to learn.
Our commitment to the development of each learner and our support and appreciation of the various stake-
holder groups that are partnering with us in providing quality education, remain at the forefront of our efforts in
ensuring that this journey transforms education. This commitment is conveyed through our adoption of a Pathway Approach to learning that demands
of us to provide customized programmes, differentiated learning experiences and specialized support for our learners. Our actions have been fruitful
as is evident by the systems and conditions we have put in place for successful implementation.
Like the rest of Jamaica, I look forward to the testimonials of students, parents, teachers and other stakeholders of the empowering effect of this
learner- centred curriculum and remain confident that it will contribute to make Jamaica renown.
The Honourable, Senator Ruel Reid,CD

Minister of Education, Youth & Information
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M E S S A G E
Building a modern society where young people can prosper and achieve their aspirations is
paramount on the Ministry of Education, Youth and Information’s (MoEYI) agenda. In its bid to
advance this agenda the team at the MoEYI has developed the National Standards Curriculum (NSC)
on a clear set of values that will permeate learning and become embedded in young people’s approach
to life. Young people need to be clear about their Jamaican identity. Justice, democracy, tolerance and
respect need to be more than mere words; they need to become an essential part of people’s lives.
Young people’s understanding of, and commitment to, sustainable development is critical to the future of
Jamaica and of the world. These values that permeate the new curriculum and more importantly, will by
its use, be ingrained in the fabric of the Jamaican society.
The development of a new curriculum is a major achievement in the life of any country. It is even more
noteworthy because this curriculum embodies the set of knowledge, skills, values and attitudes that our
country deems relevant at this particular time. It is intended that these attributes be conveyed to the next
generation as a means of cultural continuity in preparation to cope with the future, both nationally and in-
dividually.
I am particularly excited about the prospects of the NSC honing key twenty-first century skills such as com-
munication, collaboration, critical thinking and creativity in our youth as they prepare to take on their roles as
global citizens. I encourage parents, students, teachers and indeed the community to partner with us as we
prepare our young people not just for today, but for the rapidly changing times ahead.
The Honourable, Floyd Green, MP

State Minister in the Ministry of Education, Youth & Information
vii
M E S S A G E
In responding to the challenges confronting education in Jamaica, The Ministry of Education Youth
and Information has taken strategic measures to address the need for a national curriculum that is
relevant for the 21st century, the dynamics of the Jamaican context and the profile of the learners at the
pre-primary, primary and secondary levels. One major output of these strategic actions is the National
Standards Curriculum. This curriculum is intended to be one of the means by which the Jamaican child
is able to gain access to the kind of education that is based on developmentally-appropriate practice and
the supporting systems and conditions that are associated with high quality education.
This curriculum has the potential to inspire and provide challenges in the form of problem situations that
all our learners can handle in ways that are developmentally appropriate. It compels us to move beyond
the traditional functional perspectives of being literate to a focus on the physical and physiological as well
as the ethical, social and spiritual.
I invite all our stakeholders to fully embrace this new curriculum which promises to excite imaginations,
raise aspirations and widen horizons. Learners will become critical and creative thinkers with the mindset
required for them to be confident and productive Jamaicans who are able to thrive in global settings as they
take their place in the world of uninhibited change.
Mr. Dean Roy Bernard

Permanent Secretary , Ministry of Education, Youth & Information
viii
M E S S A G E
It was the mandate of the Curriculum Units of the Ministry of Education, Youth and Information
to spearhead the crafting of a new curriculum for the nation, in keeping with international standards,
global trends in the educational landscape and societal goals and aspirations. The mandate had
several facets: to establish clear standards for each grade, thereby establishing a smooth line of
progression between Grades 1 and 9; to reduce the scope, complexity and amount of content; to build
in generic competencies such as critical thinking across the subjects; to ensure that the curriculum
is rooted in Jamaica’s heritage and culture; to make the primary curriculum more relevant and more
focused on skills development, and to ensure articulation between primary and secondary curricula,
especially between Grades 6 and 7. To achieve this, the MoEYI embarked on an extensive process of
panel evaluations of the existing curricula, consultation with stakeholders, (re)writing where necessary
and external reviews of the end products.
Today, we are indeed proud that, the curriculum development teams have succeeded in crafting a
curriculum which has met these expectations. Under the National Standards Curriculum (NSC) focus
will be given to project-based and problem-solving learning, with an integration of Science, Technology,
Engineering and Mathematics/Science, Technology, Engineering, Arts and Mathematics (STEM/STEAM)
methodologies across the system. Learners will benefit from more hands-on experiences which should
enhance the overall learning experience and cater to the different kinds of learners in our classroom. In
addition, they will be exposed to work-based learning opportunities that will help them become productive
citizens of Jamaica and the world at large.
It is anticipated that as school administrators and teachers system-wide implement the National Standards Curriculum that improvements will be
evident in the general academic performance, attitude and behaviour of our students.
We anticipate the participation of all our stakeholders in this process as we work together to improve the quality of life and prospects for all the children
of Jamaica and to realize our mantra that every child can, and must, learn.
Dr. Grace McLean

Chief Education Officer, Ministry of Education, Youth & Information
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M E S S A G E
The Ministry of Education Youth and Information (MoEYI) is committed to providing high quality
education to all Jamaican children. We have heard the cries from the various sectors of the Jamaican
society about the level of preparedness/readiness of our students for life in the 21st century; and we
are taking the necessary steps to ensure that our students graduate with marketable skills. The MoEYI
has reviewed and redesigned the Grades 1-9 curricula around the principles of Vision 2030 Goal
number one; “Jamaicans are empowered to achieve their fullest potential”.
The National Standards Curriculum (NSC) will lay the foundation for students by preparing them for
working lives that may span a range of occupations, many of which do not currently exist. This has
been done by way of designers carefully integrating the theoretical principles of Science, Technology,
Engineering and Mathematics/Science, Technology, Engineering, Arts and Mathematics (STEM/STEAM)
methodologies into the curricula at all grade levels. The NSC illustrates that in order to make education
effective for our 21st century children; we need to change how we teach, and what we teach.
We are satisfied that the curriculum designers and writers have produced a curriculum that is indeed fitting
for the 21st century. The NSC was designed to develop students’ understandings of subject matter and their
ability to apply what is learnt; it fosters their ability to communicate and solve problems collaboratively, think
critically and create novel solutions.
The success of our children is dependent on the participation of all stakeholders in the learning process. We
encourage you all to be our committed partners in education as the true impact of this curriculum will only be
felt when we have all hands on board. I am indeed proud to be associated with the development and implementation of this curriculum; it will inspire
hope in our nation and future generations; kudos to the various teams that contributed to its development.
Mrs Lena Buckle Scott

Deputy Chief Education Officer,
Curriculum and Support Services, Ministry of Education, Youth & Information
x
M E S S A G E
The National Standards Curriculum (NSC) rests on the belief that all learners are endowed with the
capabilities, gifts and talents to fulfil their divine purpose. These attributes are to be further enhanced
or improved in a nurturing, inspiring and inclusive environment; one that caters to the whole person
(soul, spirit and body - spiritual, emotional, social, physical and mental). As learners assume their roles
and responsibilities individually and as communities of learning in such an environment, they become
critical-reflexive thinkers, creative problem solvers, effective communicators and natural collaborators.
A curriculum design of this nature, calls for transformative change at the societal level (Elkind, 2004)1 and
not just at the school and classroom levels. This is a call for all stakeholders, as users of the curriculum,
to adopt a critical -reflective and reflexive stance and join learners in the quest for meaning, purpose
and stability as they help to shape the world. By integrating principles from various disciplines and their
related methodologies, learners who interact with the curriculum are provided with enriching experiences,
opportunities for creative expressions and authentic exploration of problems from a classical standpoint as
well as in the context of workplace learning. This is due to the fact that the NSC recognizes the importance
of each discipline in the problem solving process and in development.
Assessment as an element of the curriculum becomes primarily a learning process for charting progress
through self-corrective measures that are informed by feedback from peers and teacher-facilitator. By
providing assessment criteria statements in the curriculum, teachers are encouraged to facilitate learners
functioning as self and peer assessors. This approach should see the learner developing self-direction with
the support of mentors and coaches and forming an intrinsic desire to succeed. These attributes prepare them to face high stakes assessment as
problems to be confronted with courage, a sense of readiness, insight and creative prowess.
These features of the NSC have the potential to influence learners’ profile as Jamaicans who are gratified by an identity of cultural excellence that
embodies moral obligations, intellectual rigour, innovativeness, environmental stewardship and productivity. The curriculum echoes the sentiments of
our National Anthem, National Song and Pledge and serves as rich and credible source of the values and virtues that are woven together to convey
the Jamaican identity. I wish for our school administrators, teachers, students and other stakeholders much success as they work with the document.
Dr Clover Hamilton Flowers

Assistant Chief Education Officer, Core Curriculum Unit, Ministry of Education, Youth & Information
1
Elkind, D. (2004). The problem with constructivism. The Educational Forum, 68(4), 306–12.
xi
The 21st century has challenged countries to provide quality education for all. The key challenge
to
this paradigm is how to develop and sustain an education structure and system that will prepare
citizens to compete in the knowledge based economy.
With the paradigm shift in our labour force demands, greater emphasis is being placed on how
teaching and learning takes place in our schools. This is with a view to build 21st Century skills
among our students who will in a few years join our workforce at different levels. In a bid to ensure
that these objectives are met, adjustments and inclusions to our curriculum at the primary level is
paramount for the transformation to be effective.
For the first time in our education system, Technical and Vocational Education and Training (TVET) is
being integrated at the primary level through the Resource & Technology programme. The Resource &
Technology Curriculum emphasizes a project based learning approach that has been adopted to
introduce content, skills and attitudes and to ensure authentic learning activities that engage students’
varying interests and motivation.
The aim of Resource and Technology at this level is to foster students’ awareness of foundational
technical skills and their relationship to future careers and occupations. The discrete introduction of this
program at Grades 4-6 proposes that students be engaged in the development of projects which will
provide them with the opportunity to build foundational Technical and Vocational skills in a real life context.
This inclusion not only provides progression to the upper secondary Technical Vocational programmes, but
reflects awareness of our national needs.
With these benefits in mind, an inclusion of a Resource & Technology programme at our primary education level and the revision of the secondary
programme is fully endorsed and supported.
Mr. Anthony Gray

Assistant Chief Education Officer,
Technical and Vocational Unit, Ministry of Education, Youth & Information
xii NSC Resource and Technology Grade 9

NSC Resource and Technology: Grade 9 xiii
N S C G L O S S A R Y O F T E R M S
TERMS DEFINITIONS/MEANINGS
Range of Content Provides an overview of the concepts, knowledge, skills and attitudes that will be
developed in a unit of study.
About the Unit Gives a brief overview of the content, skills that are covered in the unit and the
methodologies that are used. As well as the attitudes to be developed.
Standards Statements that explain what all students are expected to know and be able to do
in different content areas by the end of a course of study e.g. by the end of period
spanning grades 4 – 9.
Attainment Targets An attainment target is a desired or expected level of performance at the end of a
course of work, within a given/specified teaching- learning period. Attainment targets
identify the knowledge, skills and understanding which students of different abilities and
maturities are expected to have by the end of each Grade. It is the standard that we
expect the majority of children to achieve by the end of the grade.
Benchmarks Behaviours students are expected to exhibit at different stages of development and age/
grade levels.
Theme/Strands Unifying idea that recurs throughout a course of study and around which content,
concepts and skills are developed.
Prior Learning It is what students are expected to already know through learning and experience about
a topic or a kind of text.
Specific Objectives Specific objectives state what the student is expected to know or understand as a result
of the learning experience. The specific objective is usually framed in the areas of the
knowledge, skills and attitudes that the students are expected to achieve. Specific
objectives tell us what the children will learn or will be taught.
Suggested Teaching/Learning A teaching/learning activity is an organised doing of things towards achieving the stated
Activities objectives. They are suggested activities that are crafted in a way to be an efficient
vehicle which can move the student between what is to be learnt (objective) and what the
student is to become (outcome).
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Key Skills Indicate the important skills that students should develop during
the course of a unit. Key skills are aligned to the suggested
teaching and learning activities in the unit which are intended to
develop the skill to which it is aligned. Included in the key skills are
the 21st century skills such as critical thinking and problem solving,
collaboration, communication and ICT.
Assessment An assessment is a determination of whether intended results have been achieved.

This section of the curriculum speaks to both the product that will be judged as well as
the criteria against which it will be judged. It must be noted that this section does not
introduce new activities. Instead, it speaks to the judging of the suggested teaching and
learning activities.
Formal assessment may be conducted with the aid of instruments (e.g. via writen test,
portfolio) or by requiring students to complete assigned tasks (e.g. performance), and is
usually recorded against a predetermined scale of grading. Informal assessment (e.g.
via observation or spontaneous student expression) may also reveal important evidence
of learning.
Points to Note This section provides technical information that must be considered in delivering the
unit. It may also include information that provides additional explanation of key concepts
that may be unfamiliar to the teacher as well as suggestions for infusion within the unit.
Extended Learning These are opportunities for students to utilise the knowledge and skills they would have
acquired in the unit in authentic situations/experiences.
Learning Outcomes A learning outcome is a demonstration/ behavioural evidence that an intended result has
been achieved at the end of a course of study. The learning outcome tells us if pupils
have understood and grasped what they have been learning.
Links to other Subjects Suggests opportunities for integration and transfer of learning across and within different
subject areas.
Key Vocabulary This section consists of a number of words/phrases that addresses the skills, topics
and content that must be covered in the unit.
xv
I N T R O D U C T I O N T O R E S O U R C E & T E C H N O L O G Y
The Resource and Technology curriculum has been revised at Grades 7-9 and succeeds the previous curriculum which was
first introduced in the education system in 1989 with a second review conducted in 1999. The revised Resource and Technology
programme has been developed as a working document at the primary and secondary levels of the education system. The subject
is now organized in four modules namely, Agriculture and the Environment, Business Basics, Industrial Techniques, and Family
and Consumer Management formerly referred to as Home and Family Management. The Design Arts module in the former
curriculum is now infused as a unit in the Visual Arts programme. Each module presents appropriate content through which the
understanding, creation and application of technology may be achieved, providing technological knowledge and skills peculiar to each.
The first edition of the Resource & Technology curriculum has been developed for the upper primary level as a discrete subject and is a
pre-cursor to the Grades 7-9 Resource and Technology programme. Students will be exposed to foundational technical and vocational
skills. The curriculum is different in format and design providing numerous opportunities to be engaged in practical skills, constructed
according to strands, attainment targets. Teachers may design or modify the projects to suits the needs of the local environment.
The project-based learning approach has been adopted to introduce content, skills and attitudes and is the instructional approach built
upon authentic learning activities that engage student’s interest and motivation. At all grades levels the content is presented using real
life contexts resulting in practical outcome based activities. Students will have the opportunity to learn new knowledge and develop new
and emerging Technical and Vocational skills.
The practical application of Science, Technology, Engineering and Mathematics (STEM) education is being emphasized to ensure that
students at this early stage develop an understanding of the importance of integrating these knowledge and skills in the Technical and
Vocational programmes. The ‘E’ Engineering Design Process, a problem solving approach which is used in Resource and Technology
is standard and prescriptive and is the methodology for teaching the subject. This should ensure that similar concepts are learned by all
students in all schools irrespective of the nature of the projects selected.
The activities outlined are suggestions and are provided to stimulate further creative ideas for activities as each school context is different
in terms of availability of resources and problems to be solved.
xvi
Resource and Technology is a single subject spanning the breadth of technical and vocational foundational competencies. Content is
organized in four modules with each providing its own specialized knowledge and skills, which are integral to the understanding of how
resources and technology are utilized in meeting needs and solving problems experienced on a daily basis.
xvii
xviii
P H I L O S O P H I C A L S T A T E M E N T
Technical and Vocational Education in Jamaica has embarked on a new era in the twenty-first century. New and emerging careers are
being introduced at a rapid pace and most jobs require a technological background and an understanding of processes to create solutions
to the many challenges experienced in the world. If Jamaica is to be a part of the high-tech global market place, the workforce must
possess the requisite competencies. To achieve our goal of producing students with the desired technological competencies, attitudes
and theoretical knowledge to participate in the international marketplace, technical and vocational education must be seen as the vehicle.
We must begin by exposing our learners at the beginning grades to understand, appreciate and develop skills to create solutions to real
life problems. It is for this reason that the Ministry of Education has integrated Technical and Vocational skills in the Grades one to three
curriculum and the revised Resource and Technology programme is being introduced as a discrete discipline from as early as Grade 4 to
provide students to use a range of materials and gain appropriate skills to use tools and equipment efficiently.
The emphasis of the Resource and Technology programme is on ‘problem solving’ which should unearth the potential of learners so that
they can become originators of solutions rather than adapters of solutions. We also believe that an understanding of processes involved
in creating a solution or system is critical to the outcome. As part of a global community we must ensure our students develop skills to
conceive, plan, design and create solutions which can compete with others goods and services and meet the needs of the consumer.
The opportunity must also be provided for learners to utilize available resources at their disposal to create solutions. This will result in
greater appreciation and utility of our local and indigenous resources. Students will develop confidence in using them to create solution
to everyday problems and assist in using foreign exchange to acquire those items we cannot produce locally.
The Resource and Technology programme is not gender-biased and is designed for learners of all ability levels and socio-economic
groups. However, one of the most important features is that it encourages students to work collaboratively in search of solutions to ‑
everyday problems. This is a desirable focus that we believe should help students develop critical skills which will be reflected in their lives
as they contribute to the productive sector.
xix
The inclusion of Resource and Technology as a core subject in the National Standards Curriculum for Grades 4-9 can be justified as it:
• aims to meets the needs of students
• provides for progression to upper secondary
• reflects awareness of national needs
xx
NSC
RESOURCE AND TECHNOLOGY

GRADE 9 PROJECTS:
AGRICULTURE AND THE ENVIRONMENT
NSC
AGRICULTURE AND THE

ENVIRONMENT PROJECT 9.1
GROW CROPS IN CONTROLLED OR OPEN FIELD
ENVIRONMENTS USING INTEGRATED PEST
MANAGEMENT PRACTICES
Aim of Project
The study of Resource and Technology should enable students to become:
• Critical thinkers and problem solvers

• Confident, responsible and productive citizens
• Adaptable to changes in the world around them
• Aware of range of future focused career options
The scope of this overview is based on the target to grow crops in controlled or open field environments using Integrated Pest Management Practices.
COMPLETE OVERVIEW OF SUBJECT CONTENT PROJECT 9.1 RESOURCES AND TECHNOLOGY
TERM 1 TERMS 2& 3

Grow crops in controlled or open field environments using Integrated Pest Mini-enterprise to reflect real life decision making, job techniques, careers
Management Practices. and professional development.
NSC Resource and Technology: Grade 9

1
STANDARDS FOR PROJECT 9.1 GRADE 9 The Attainment Targets
There are four (4) strands within Resource & Technology
STRANDS 1: STRANDS 2: STRANDS 3: STRANDS 4:

Creativity & Innovation Exploring Methods and Procedures Applying Solutions Career Pathways
Students will be able to apply Students will be able to Explore Students will be able to apply Students will develop awareness
creativity and innovation Methods & Procedures in appropriate strategies in of a range of career pathways.
in the solution of solving problems. finding solutions to
problems identified needs.
STRANDS 1 STRANDS 2 STRANDS 3 STRANDS 4

Explore a range of problem solving Use the design process in executing Operate tools and equipment with Build skills relevant to the world of
situations and develop ideas for solutions for an identified problem. increasing competency and work and the areas of
solutions utilizing new appropriate safety and occupational interest.
technologies. hygiene consideration.
NSC Resource and Technology: Grade 9 2

STEM INTEGRATION Growing of Crops in Controlled or Open Field Environment Using Integrated Pest Management Practices

3
PROJECT 9.1 Grow Crops in Controlled or Open Field Environments Using Integrated Pest Management Practices
Range of Content
Key concepts, skills and knowledge students will learn in this Project
Students will develop key concepts and skills for growing crops using integrated pest management practices by learning to:
• Apply technical approach to the use of integrated pest management to grow crops.
• Use terminologies associated with integrated pest management in a given context
• Select and implement integrated pest management practices for a given situation
• Select and use correct resources with due consideration to the environment
• What is integrated pest management
• Different methods used in integrated pest management
• Benefits of using integrated pest management
• Conditions to consider when using integrated pest management
• Use of chemicals in the environment
• Advantages and disadvantages of us
ing agriculture chemicals
About the Project

In this project students will learn about the development, implementation and use of integrated pest management programme in growing crops in controlled
or open-field environments (or both).

PROJECT 9.1 Growing of Crops in Controlled or Open Field Environment Using Integrated Pest Management Practices
Guidance for the Teacher
• Research local, national, regional, and international applications of controlled environment agriculture
• Apply Agricultural Business principles and practices to this project
• Establish student groups that facilitate organizational structure and scheduling of duties
• Procure suitable and adequate resource in a timely manner
• Where possible, ensure sufficient scale of the projects that allow for reasonable marketing potential
• Organize market for the output of the mini-enterprises
• Avoid projects holding over through major holidays as a precaution against praedial larceny
• Resources should include those for labelling of individual projects
• As much as is possible, provide physical protection for the students’ enterprise including secured fence/gate
• Promote/reward the observance of practices which sustain and/or enhance the environment
• Promote a culture of technically-sound agricultural practices
• Research!! Research!! Research!!

5
NSC
AGRICULTURE AND THE

ENVIRONMENT PROJECT
GRADE 9: TERM 1
NSC Physical Education: Grade 7 6

PROJECT 9.1 GRADE 9 TERM 1 Prior Learning
Check that students can:
• Aware that agriculture is a serious business
• Aware of pest and their effects on Agriculture produce
• Aware of different methods of pest control
• Aware of the need to carry out pest control management
PROJECT 9.1: Growing of Crops In Controlled or Open Field Environments Using Integrated Pest Management Practices
ATTAINMENT TARGET(S) OBJECTIVES

1 Students will be able to apply Creativity & Innovations in applying design Create and apply design principles to grow crops using integrated pest
principles to the use of available resources to grown crops with emphasis on management practices
integrated pest management.
2 Students will be able to apply Explore Methods & Procedures in developing Explore methods and procedures for effective crop production using
a garden, and determine from a range of options the design and the plans to integrated pest management.
grow crops with emphasis on integrated pest management.
3 Students will be able to Apply Solutions in grow crops with emphasis on in- Apply design solutions and principles to the use of integrated pest man-
tegrated pest management through the application of the design principles agement to grow crops.
and basic crop growing practices.
4 Students will be able to demonstrate awareness of a range of Career Path- Develop an awareness of career pathways related to the growing of crops
ways related to crop production and pest management, which include direct in open and controlled environment using integrated pest management
agriculture-based careers/occupations, as well as, careers/occupations asso- practices.
ciated with the supply of goods and services to produce crops and manage
crop-related pests.

7
Suggested Teaching and Learning Activities Key Skills Assessment Criteria
Students will: The ability to:
Introduction to the Project
• Discuss advantages/disadvantages of growing crop in open • Measure dimensions of • Advantages/disadvantages of growing crop in
field environment cropping unit open field/controlled environment clearly ex
• Discuss advantages/disadvantages of growing crop in • Calculate area of plained
controlled environment cropping unit • Resources needed to grow given crops in open
• Identify and make a list of resources needed to grow given • Conduct research field/controlled environment listed
crops in open field environment • Present research • Samples of important records created
• Identify and make a list of resources needed to grow given findings
crops in controlled environment • Keep records accurately
- Identify types of records to be kept • Identify pest damage
- Budget to crop
- Inventory
- Income & Expenditure
- Profit & Loss
- Crop Rotation
- Crop Protection (treatment)
- Production
- Research crop pest management measures and develop
strategies suitable for IPM, and make presentation to class
• Outline characteristics of common pests
• Demonstrate knowledge of the life cycle pests
• Discuss stages of infestation of crops
Project Design The ability to:
• Select crops to be grown in open field and/or in controlled • Prepare a work plan for • Required resources selected from available
environments project/given tasks resources options
• Design forms for daily record keeping • Select crops to be • Projected production levels calculated
• Research, develop Inventory record form grown according to accurately according to enterprise/industry
• Design the proposed growing area design standards
• Create a list of resources required to implement the design • Identify appropriate • Projected budget done
growing resource options • Spread sheets used to generate required
• Develop a budget • Develop production/ records
• Use ICT software application to represent budgets recordkeeping forms

• Develop a schedule for performance of major tasks • Develop basic budgets • Identify possible pest based crop damage
• Use spreadsheet to develop and present schedule of tasks and cash flow observed
• Create a basic Cash Flow • Basic analysis/ • Pest management selected and justified
• Use spread-sheet to develop and present basic Cash Flow interpretation of • Schedule of tasks presented on
• Develop a safety plan records spreadsheet(s)
• Create and display charts depicting safety or hazardous • Develop and apply • Accurate budget projections done for de
symbols for using pesticides safety plan signed projects
• Select pest management measures to be implemented based • Research/analyze • Basic Cash Flow developed
on need and available resources market factors/ • Crops to be grown baed on planting
• Labels designed according to enterprise requirements requirements for crops to environment correctly selected
• Select the resources to grow crops in open field and/or be grown • Record sheets designed
controlled environment • Select appropriate • Mechanical pest and disease control
• Investigate available crops which can be used for insects treatment for pest procedures developed
control • Pest management plan for implementation
• Select resources needed from available resources to carry out designed
the project • Integrated pest management programme
• Develop a projected and actual budget for the crop to be developed
produced • Safety charts created
• Use spread sheet to develop records/schedules of: • Marketing plan developed
- Planting date • Harvesting and packaging procedures
- Crop mortality developed to suit market requirements
- Inventory
- Cultural activities
- Weed and insect pest present in area
- Pest damage to crops
- Types of pest management practices performed
- Beginning and ending of pest management programme
- Observations made before, during and after integrated pest
management programme
- Projected and actual yields
- Develop conclusion and recommendation based on findings
• Develop marketing proposals and decide on suitable
marketing strategies
• Examine harvesting and packaging procedures in keeping with
market requirements.

9
Project Implementation • Follow instructions • Crops successfully planted in the

• Keep accurate records of • Prepare a work plan for selected environment
a Sowing/planting date project/given tasks • Record sheets used to capture data
a Transplanting • Keep simple related records • Records accurately kept
a Spraying cycle • Report and record pest • Labelling of production unit installed
a Chemical used activities on the crop according to enterprise standards
a Cultural practices • Perform related calculations • Cultural practices done according to teacher’s
a Yield • Demonstrate land instructions
• Carry out cultural practices in a timely manner preparation, crop • Appropriate tools selected and safely used
• Manage or eliminate pest and disease outbreak by establishment, crop • Tools and equipment are prepared and used
a cultural practices maintenance, harvesting, according to instructions
a biological control packaging, marketing • Treatments for pests are prepared and
a chemical control • Identify insect pests and applied according to teacher’s and
a physical or mechanical diseases manufacturer’s instructions
• Integrated Pest Management (I.P.M.) • Measure and dispense • Chemical containers and unused chemical
a Control weed by: resources needed properly disposed
- Physical or mechanical control • Maintain field sanitation • Mechanical pest and disease control
- Chemical control • Carry out basic costs procedures carried out and recorded
- Integrated Pest Management (I.P.M.) • Analyses of project • Integrated pest management used to
• Accurately calculate and measure chemicals • Use equipment safely and eliminate weeds and other pest
• Demonstrate the use of sprayer effectively according to • Integrated pest management successfully
• Apply pesticides at the appropriate time and correct manner manufacturer’s implemented and documented
• Harvest crops recommendation • Material and equipment properly sanitized to
• Conduct post harvesting procedures • Mix chemicals control pest and disease transfer.
• Demonstrate planting of crops in open or controlled environment • Spray crop with pesticides • Crop successfully harvested using
• Demonstrate development of records to capture data involved • Label cropping unit appropriate techniques
• Carry out daily maintenance of crops • Calculate required resources • Post harvesting activities done according to
a Ensure all cultural practices are carried out on crops • Organize materials and instructions
(irrigation, pruning, staking, tying, mulching) equipment and use resources • Safety Charts created with correct symbols.
a Select and demonstrate safe use of tools and other resources • Reduce pollution
a Proper sanitation of materials and equipment • Prevent pollution
a Control possible pest transfer to and from cultivated and • Work in an environmentally
uncultivated areas safe manner
a Recognize invasion of weed and insect pest and implement • Work as a team
corrective measures based on integrated pest management
principles.

Students will: The ability to
Careers Associated with Project Content • Investigate and make • Outcome of research undertaken demonstrates
A. Conduct research in groups to investigate the different career presentation on careers understanding of careers in connection with
pathways in connection with the growing of crops using associated with crop project
integrated pest management principles. production using Integrated • Career Flow Chart/Tree created
a Through research, create flow charts/tree of related careers Pest Management (IPM) • Qualification for at least four (4) related careers
a Identify qualifications and institutions that provide training for at identified
least four (4) related careers
B. Discuss outcomes of research with class
Evaluation of Project
• Using documented information, compare crop yields and • Analyze basic records • Successful implementation of project
highlight any challenges • Do basic Cost Analysis evidenced
• Carry out basic Cost Analysis of project • Write an End-of-Project • Analysis of crop produce used to evaluate
• Write a basic End of Project Report report success of project
• Records used to compare each project’s
success and challenges identified
• Cost analysis done
• Final report on project written

11
Learning Outcomes
Students will be able to:

aDiscuss the advantages and disadvantages of each method of pest and disease control
aDiscuss the advantages and disadvantages of each method of weed control
aExplain the benefits of integrated pest management
aSelect and use appropriate weed, pest and disease control measures
aCarry out cultural practices required to grow crops
aAccurately calculate chemical need
aSelect and use appropriate PPE
aSafely mix and apply pesticide
aStore tool, equipment and chemical safely
aDemonstrate use of sprayer
aMaintain sprayer
aDramatize bad effects and benefits of chemicals
aCreate a career flow chart/tree linked to the project
aIdentify at least four (4) careers and the qualifications required for further training
aDramatize correct harvesting techniques
aConduct post harvesting techniques
aCompare yield of crops grown in both open field and protected environment
aWrite a basic cosy analysis
aAnalyze quality and quantity crop produce to evaluate success of project
aWrite an end-of-project report
Points to Note Extended Learning

Students must be made aware of Health & Safety issues in Students can use methods learnt by applying them to crops grown at home,
connection with this project at the commencement of the Teaching in community, school and other environments to control the effects of weed
and Learning. and insect pests.
See Guidance for Teacher

RESOURCES KEY VOCABULARY
Spraying equipment, Computer, Personal Protective Equipment (PPE), Hydroponics, Coir, Bulk mix, Mould, Perlite, Insects, Vermicu-
Measuring tools, Irrigation equipment, Pesticides (Biological), Hose, Plastic lite, Soil, Fungicide, Pesticide, Weed, Herbicide, Agronomy, Fun-
apron, Markers, Garden Tools, Cartridge paper, Mulch, Record sheets, Stake gus, Systemic insecticide, Cultural practices, Pruning, Nemati-
Instruction manual, fertilizer, Multi-media projector, Videos, Projection cide Soil Scientist, Weedicide, Selective herbicide, Soil less
screen media, Insecticide, Primary tillage, Mechanical control, Contact herbicide,
Secondary tillage, Chemical control, Systematic herbicide, Non-selective
herbicide, Integrated pest management
LINKS TO OTHER SUBJECTS CAREER
Maths: Measuring/calculations Farmer, Soil fertility expert, Extension officer, Biochemist, Soil scientist,
Teacher, Agro-chemist, Agriculture technician, Agro sales manager
Science: Living processes

13
NSC
AGRICULTURE AND THE

ENVIRONMENT PROJECT 9.2
MINI-ENTERPRISE

Aim of Project

The scope of this overview is based on the target to establish a mini-enterprise to reflect real life decision making, job techniques, careers, inter-personal rela-
tionships, and professional development.
TERM 1 TERM 2 TERM 3

Growing of crops in controlled environment or Mini-Enterprise Mini-Enterprise
open field environment using Integrated Pest (To be determined by school) (May be done or continued into Term 3 if
Management Practices
absolutely necessary)

15
There are four (4) key Attainment Targets within Resource & Technology
STRANDS 1: STRANDS 2: STRANDS 3: STRANDS 4:

Students will be able to apply Students will be able to Explore Students will be able to apply Students will develop awareness
creativity and innovation Methods & Procedures in appropriate strategies in of a range of career pathways.
in the solution of solving problems. finding solutions to
problems identified needs.
STRANDS 1 STRANDS 2 STRANDS 3 STRANDS 4

Conceptualize, plan and execute Make informed decision in the Build practical skills and the Select a career pathway and de-
innovative entrepreneurial selection of materials, tools technical competencies velop a career plan that
enterprise in selected and equipment and necessary for affecting a solution outlines the academic and
occupational contexts. demonstrate increasing for affecting a solution/outcome. technical requirements for
skill in the execution of task. accessing the selected pathway.

PROJECT 9.2 MINI-ENTERPRISE
Range of Content
Students will develop key concepts and skills for the establishment of mini enterprise by learning;
• Technical approach to the use of the decision making process to make decisions in the enterprise
• To use terminologies associated with Agriculture Business Management in a given context
• To select and implement management practices for a given situation
• To select and use correct resources to achieve positive business outcomes
Students will develop knowledge and understanding by learning:
• What is decision-making
• The decision-making process
• Steps in decision-making process
• How to identify business opportunities in agriculture
• The importance of market research/feasibility study to the success of an agricultural enterprise
• Factors to be considered when planning/establishing an agricultural enterprise
o Available market for produce
o Management
o Available capital
o Financing (source of financing, budgeting and cash flow)
o Infrastructure requirement and availability (e.g. water, road, transportation and electricity)
o Labour requirement and availability
o What is decision-making
• Benefits of environmentally sustainable practises in Agricultural Enterprises
• Sources of job opportunities
• Factors to be considered when seeking employment
• Definition of career portfolio
• Resume and job application
About the Project

In this Project students will articulate what was learned about the establishment and management of an Agriculture enterprise, through the ap-
plication of relevant principles and practices under the general guidance of the teacher.
17 NSC Physical Education: Grade 7

PROJECT 9.2 MINI-ENTERPRISE
• Apply Agricultural Business principles and practices to Mini-Enterprises

• Establish student groups that facilitate organizational structure and scheduling of duties
• Procure suitable and adequate resource in time
• Where possible ensure sufficient scale of the projects that allow for reasonable marketing potential
• Organize market for the output of the mini-enterprise
• Avoid projects holding over through major holidays as a precaution against praedial larceny
• Resources should include those for labelling of individual projects
• As much as is possible provide physical protection for the students’ enterprise including secured fence/gate
• Promote a culture of technically-sound agricultural practices
• Promote/reward the observance of practices which sustain and/or enhance the environment
• Research!! Research!! Research!!

19
NSC
AGRICULTURE AND THE

ENVIRONMENT PROJECTS
GRADE 9: TERMS 2 & 3
PROJECT 9.2 GRADE 9 TERM 2 & 3 Prior Learning
• Aware of the decision-making process
PROJECT 9.2: Mini-Enterprise

1 Students will be able to apply Creativity & Innovations in applying design • Create and apply design principles to establish and manage an
principles to the use of available resources to operate a mini-enterprise in Agriculture enterprise.
agriculture. • Use technology to communicate ideas and information, and work
collaboratively to support individual needs and contribute to the
learning of others.
2 Students will be able to Explore Methods & Procedures in developing a • Explore methods and procedures for effective establishment and
garden, and determine from a range of options the design and the plans to management of the enterprise
operate a mini-enterprise in agriculture. • Use digital tools to design and develop creative multimedia products
to demonstrate their learning and understanding of basic technology
operations
3 Students will be able to Apply Solutions to operate a mini-enterprise in • Use design solutions and principles to establish and manage an
agriculture. Through the application of the design principles and basic crop Agriculture enterprise
growing practices. • Use appropriate digital tools and resources to plan and conduct
research, and critical thinking, manage projects, solve problems and
make informed decisions.
4 Students will be able to demonstrate awareness of a range of Career Path- • Develop an awareness of career pathways related to the
ways related to operating a mini-enterprise in agriculture, which include establishment and management of agricultural enterprises.
direct agriculture-based careers/occupations, as well as, careers/occupations • Recognize the human, ethical, social, cultural and legal issues and
associated with the supply of goods and services to operate a mini-enter- implications surrounding the use of technology and practice online
prise in agriculture. safety and ethical behaviour.

21
Introduction to the Project (Creativity and Innovation)
Create an agricultural project idea from an observed problem or • Determine the type and • Daily record sheets designed to collect relevant
need extent of data to be collected data
• Design a mini-business concept to solve the problem or satisfy to establish a business • Budgets developed; guided by outcome from
the need. enterprise. discussions.
• Carry out a feasibility study/market survey of the project to be • Design a simple, ‘virtual’ • Flow charts developed and created
completed. Use online search tools to aid investigation and production project from an • Charts showing steps in decision making
research observed need process created and displayed
• Formulate a management committee that will oversee the • Collect and input data • Capital (funding) successfully raised
operations on the project • Evaluate data • Management committee overseeing project
• Develop forms for keeping record of mini-enterprise using • Develop business documents formed and installed
appropriate software • Format documents • Step by step methods and procedures to be
• Discuss complete and partial budget and develop one of each for electronically executed and outlined.
the enterprise • Conduct electronic search for • Project identified
• Use software tools to prepare flow charts to show major factors to data • Written plan
be considered for a chosen agriculture career • Design a simple production • Outlining step by step methods and
• Identify creative means of sourcing capital (funding) for the project from an observed procedures done
project need • Resources identified and selected
• Plan a step by step outline of how the project will be executed • Analyse and interpret data • Budget prepared
• Identify a project that can be completed within a term • Establish a management • Spreadsheet used to develop an appropriate
• Create and display charts depicting the steps in the decision committee record sheets
making • Identify the resources
• process using appropriate display media necessary to operate a given
• Display a written plan for the selected project/enterprise enterprise
• Develop a list of all resources needed and use this list to • Perform mathematical
determine projected expenditure for the project computations
• Prepare a partial and a complete budget for the project (projected • Prepare basic partial and
income and expenditure) complete budgets
• Use spreadsheet software to develop records showing: • Create simple business
a Starting date documents, especially for
a Termination date record keepings
a Management activities and principles involved in managing • Develop a plan/schedule of
enterprise activities for an enterprise
a Resources used
a Observations and changes made during project
a Income and expenditure
a Production levels
a Harvesting schedule
a Marketing/distribution

Project Implementation
• Implement the project using step by step methods and • Communicate verbally • Related farm activities are carried out to
procedures outlined regarding the project required standards
• Carry out steps and procedures in a timely manner e.g. daily, • Use materials, tools and • Project successfully implemented
weekly. equipment • Steps and procedures done in a timely manner
• Keep accurate records on computer or other electronic device: • Demonstrate safe working in tandem with design.
a Inventory practices. • Accurate records kept
a Material used • Plan and manage time • Activities accurately recorded in journal
a Chemical used • Implement schedule of • Corrective action taken or contingency
a Income and expenditure production activities implemented
• Keep accurate journal entries of all aspects of the project • Respond to problems as they
• Monitor, take corrective actions or implement contingency plans develop
where things go wrong • Keep appropriate records
• Recognize shortfalls and excess of resources and implement • Handle/use hazardous
corrective measures. substances
• Maintain enterprise, industry
and manufacturer’s standards
• Select, check, use and
maintain personal protective
equipment (PPE)
• Work with organizational
structure
• Maintain a clean and efficient
work environment
• Operate in a manner that
improves environmental
work practices
• Carry out harvesting and
post-harvesting activities

23
Careers associated with Project content
• Conduct research in groups to investigate the different career • Investigate and present/ • Outcome of research undertaken
paths in connection with the enterprise (project) display a picture-based career demonstrates understanding of careers in
• Use the research to create and display a flow chart to highlight the portfolio, based on the connection with project
careers that evolve from this enterprise. enterprise. • Flow chart created and displayed
• Select a career pathway and develop a career plan outlining the • Design a pie/flow chart of • Career pathway developed and academic
academic requirements necessary to access this career path. career paths that can evolve requirement stated
from a mini-agriculture
enterprise.
Evaluation of Project
• Use actual records to evaluate the success of the enterprise • Analyze basic enterprise • Records used to evaluate project success
• Analyse projected and actual income and expenditure records • Analysis of income and expenditure
• Evaluate the management team • Do basic cost analyses of • Evaluation of management team done
project
• Write an end-of-project
report
Learning Outcomes

aDiscuss the advantages and disadvantages of establishing the mini-enterprise
aDiscuss the steps of the decision making process
aExplain the benefits of budgeting
aCreate complete and partial budget
aBuild a career portfolio as evidence of their professional development
aDramatize good and bad decision making and their outcomes
aSuccessful implementation of similar projects
aImpartially assess management and others

POINTS TO NOTE EXTENDED LEARNING
Students must be made aware of Health & Safety issues in connec- Students can use methods learnt by applying them to future development
tion with this project at the commencement of the Teaching and of agriculture enterprises to provide income, individual livelihood and
learning activities. employment for others in the agriculture sector of the country.

Resource personnel, computer, charts, video, pamphlet, magazines, Push pass, drag, flick, Indian dribble, push dribble, volley, volleyball, hockey,
multi-media projector, videos, internet, projection screen, Capital, input, stick, forearm pass (dig), overhead pass, underhand serve, stop
land or location, labour, market
LINKS TO OTHER SUBJECTS
Maths: Measuring/Calculations
Business Basics
Nature of Entrepreneurship
Marketing Activities
Planning and Organizing Production

25
NSC

GRADE 9 PROJECTS:
FAMILY AND CONSUMER MANAGEMENT

NSC
FAMILY AND CONSUMER

MANAGEMENT PROJECT 9.1
FASHION DESIGN AND MERCHANDIZING

Aim of Project


The Fashion Design Cycle Pastry Making • Develop business ideas
• Conducting market surveys
Introduction Terms associated with pastry making • Develop business plans
Rise Choice and function of ingredients • Identify expenses related to starting and
Culmination/Peak Guidelines for making short crust pastry operating a small business
Decline • Prepare a market plan
Rejection • Select business name and develop a
business logo
Fashion Terminology Cake Making • Keep records for business
• Identify components of production (e.g.,
Style Creaming Method
work force, training, sequence of production,
Designs Ingredients
supplies, equipment, etc.)
Fashion Method of mixing
• Developing flow chart, time schedule, and
Fads Faults, causes and remedies
work sequencing for a business
Taste
• Operate a business
Other related designing terms
• Liquidate the business
Fashion Sketching Food Preservation • Evaluating the entrepreneurial experience
Fashion tools and equipment Reasons for preserving foods
Using the croquis to create flat sketches/designs Principles of food preservation
Creating fashion sketches for different garments Methods of food preservation
Basic Pattern Drafting Product Development
Fashion Merchandising Stages of Product Development

Packaging and labeling
Careers in Fashion Designing

29
There are FOUR strands and key Attainment Targets within Resource and Technology -Home and Family Management
STRAND 1: STRAND 2: STRAND 3: STRAND 4:

Through project based approach Through a project based approach, Through a project base approach, Through a project base approach
students will be able to apply students will be able to explore students will able to apply students will develop awareness
creativity and innovation in methods and procedures in appropriate strategies in of a range of Career Pathways.
the solution of problems. solving problems. finding solutions to
identified needs.
ATTAINMENT TARGET 1 ATTAINMENT TARGET 2 ATTAINMENT TARGET 3 ATTAINMENT TARGET 4

Conceptualize plan and execute Make informed decision in the Build practical skill and the Select a career pathway and
innovative entrepreneurial selection of material tools and technical competencies develop a career plan that
enterprise in selected equipment and demonstrate necessary for effecting a outlines the academic and
occupational context increasing skills in the solution/outcome. technical requirements for
execution of tasks. accessing the selected
pathway.

STEM INTEGRATION FASHION DESIGN AND MERCHANDIZING

31
PROJECT 9. 1 FASHION DESIGN AND MERCHANDIZING
Range of Content
The Fashion Design Cycle
Fashion sketching
Crocquis
Fashion Terminology
Figure types
Basic Pattern Drafting
Fabric selection
Sewing Techniques
Opening and Fastening
Finishing Necklines
Finishing armhole
Working Hems
Fashion Merchandizing
Career in Fashion Designing
About the Project

This unit introduces students to the concepts of fashion design and merchandising. It focuses on developing and understanding concepts, skills and knowl-
edge associated with fashion design and merchandizing. Students interpret design brief and come up with creative and innovative solutions to fashion
related problems. They will sketch designs for garments, draft basic patterns, construct simple garments and organize and present them in a fashion show. It
also allows students to explore careers pathways and skills associated with the fashion industry.

PROJECT 9. 1 FASHION DESIGN AND MERCHANDIZING
This unit is an introductory fashion designing and merchandising projects to expose students to the field of fashion. Students are not expected
to display high levels of skills and competence in the areas, the focus is on identifying and creating solutions to fashion related problems, and
practicing the fashion design process via the project. Provide as much assistance and support as possible through video and face to face
demonstration, then allow students to practice. Involve the community by employing skills and expertise where applicable. Allow students as
much freedom to choose their design brief. Some of the work will have to be completed out of class or as extracurricular activities. Encourage
students to conduct online research and watch video clips in order to develop the skills independently.
The main tool of assessment will be a portfolio. A portfolio is simply a compilation of student projects and assignments. Envelopes, files, binders, or
folders may be used to compile information over the term. Each student should have a portfolio representing his or her work during the term. By
keeping track of this material, students are able to monitor their level of achievement. Additions to and revisions of the portfolio should be done
at the end of each topic. At the end of the term the student will turn in the portfolio for grading. Where group research and presentations are used
teaches must provide other opportunities for practice and reinforcement by preparing work sheets and short quizzes

33
NSC
FAMILY AND CONSUMER

MANAGEMENT PROJECT
GRADE 9: TERM 2

• Students will be familiar with some local fashion designers.
• Student will be familiar with pattern making, use of the sewing machine and safety from grade 8 which
will help them in constructing garments/accessories.
PROJECT 9.1: Fashion Design and Merchandizing

1 Through a project based approach students will be able to apply Creativity & • Explain the fashion design process/cycle
Innovations in the solutions to fashion problems. • Explain fashion terms such as fad, fashion, styles, designs and other
2 Through a project based approach, students will be able to Explore Methods concepts related to fashion designing
& Procedures in solving problems relating to fashion designing. • Identify tools and equipment used in fashion designing and pattern
drafting
3 Through a project based approach students will be able to Apply Solutions
• Draw a croquis for flat sketches/designs
by designing sketches and construct garments for the fashion industry.
• Explore sketching techniques to create fashion illustrations
4 Through a project based approach students will develop awareness of a • Manipulate the tools and equipment to complete fashion sketches
range of Career Pathways in Fashion Designing. and designs
• Understand the principles of basic flat pattern drafting
• Discuss Fashion Merchandising
• Investigate careers related to fashion industry (fashion designing,
illustrator, others)
ICT ATTAINMENT TARGETS: STEM ATTAINMENT TARGETS:

COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - Students should learn practically about the structures and
communicate ideas and information, and work collaboratively functions of the major organs and systems in living things and the scientific
to support individual needs and contribution to the learning of basis of how life is maintained and perpetuated. They should also learn the
others. scientific basis of how to maintain health and wellbeing.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND TECHNOLOGY - Students will develop the abilities to apply the design
DECISION MAKING - use appropriate digital tools and resources process.
to plan and conduct research, aid critical thinking, manage
projects, solve problems, and make informed decisions. MATHEMATICS - Use the correct units, tools and attributes to estimate,
compare and carry out the process of measurement to given degree of
DESIGNING AND PRODUCING - use digital tools to design and accuracy.
develop creative products to demonstrate their learning and
understanding of basic technology operations.

35
Strand 1: Creativity and Innovation
Students will:
Week 1
In groups brainstorm to identify creative and innovative ideas to solve • Brainstorm fashions ideas Assess design idea
the problem outlined in the brief. • Research fashion needs
• Create mood boards
Your friend in grade 11 turned-up at her graduation ball (prom) all
• Interpret and solve problems
excited in what he/she considered a very special suit/gown found in
• Create client profile
a speciality store. To his/her surprise there were two other persons at
the ball dressed in the same outfit. What can you do to ensure that
this does not happen to you or other students?
Conduct research and create a design that is functional, aesthetic
creative and innovative. Look at fabrics, objectives, scenery or people
who will be the inspiration for the creation of a new piece of clothing/
garment. Search online or in magazines for current or retro trends to
in-cooperate into the new designs. Create a mood board that will
showcase the new design(s) with the use of fabric swatches, notions
and information/pictures from research which could form the basis
for the whole piece.

Strand 2: Exploring Methods and Procedures
Weeks 2-3
Fashion Terminology
Identify and explain terms related to fashion designing (e.g., fashion, • Sketch croquis Assess sketches
fads, styles, designs, taste and other related terms. In portfolio, use • Draw rough sketches of body
and label pictures to help explain the terms. parts
• Draw simple gestures
Fashion Design Cycle • Create fashion sketches
Illustrate and define the five phases of a fashion cycle – introduction,
rise, culmination decline and obsolescence/rejection. In groups
conduct research on, select garments and demonstrate the five
phases of the fashion cycle to classmates or create a multimedia
presentation of the five phases of the cycle and share with classmates.
Fashion Sketching
• Tools and equipment: Identify tools and equipment used in
fashion designing/pattern drafting, collect pictures placed in
portfolio and label. Assign tools and equipment to groups and
allow students to conduct in class research about their use. Set up
display of tools and equipment and do presentation to classmates.
Podcast or video presentation may be done to discuss and
demonstrate the use and possible care of each tool and
equipment.
• Creating a croquis - Watch a you tube video to help draw a
croquis for basic flat design. Using specific proportions of the
fashion figure and the grid sketch a female and/or male croquis.
Incorporate simple gestures using arms and leg variations.
Practice drawing figures for use in fashion illustrations.
Find fashion photograph showing the entire figure. Complete a
fashion sketch from the photograph. Using geometric forms
and lines, design an outfit on the croquis from the inspiration from
Strand 1. Practice designs and sketches for a sporting, drama,
dancing, cheerleading or gymnastics performance. Apply the
principles and elements of fashion designs to your new designs.
Places designs in your portfolio.

37
Weeks 5 to 7
Basic Pattern Drafting
In groups explore, demonstrate and make a flat pattern for a fashion • Create multimedia
illustration that was create in previous class. Use appropriate software presentation
or drafting tools and equipment create a simple/basic garment from
one of the designs created. E.g. sleeveless blouse or sheet dress.
Include the relevant pattern symbols such as grainlines, centre back,
notches and seam and hem lines. Watch video to assist in basic
pattern drafting
Week 8
Fashion Merchandizing
Understand basic marketing terms and principles related to fashion. • Draft flat pattern Assess Oral presentation and Handout
List and identify sources a buyer has to choose from in selecting his/
her merchandise.
Research and identify the type of fashion promotion, including
advertising. In groups create a virtual promotion to introduce your
new designs/styles to consumer.
Describe the following types of retail stores:- department stores,
branch stores, flagship stores, chain store, speciality store and other
related stores and type of merchandize sold by each.
Strand 3: Applying Solution

Weeks 9 - 10
A retail store has contracted your fashion designing company. Work- • Assemble garments Fashion line
ing in teams design four garments for the retail store to select from. • Record fashion show
Fashion show
Create a story board for the fashion designs, using selected fabric • Create timeline
samples, colours, and season inspirations. • Create storyboard
• Plan, organize and
Simulate an online fashion show with fashion narration and stream to
implement a fashion show.
the retail store manager. Evaluate the virtual fashion show and make
• Work in teams
the necessary adjustment to suit your client. Draft and construct one
• Post recordings online
of the simple/basic designd garment and have someone model this
for the retail store.
Develop a promotional and marketing plan for the garments/fashion

design.

Strand 4 : Career Pathway
Week 11
Watch video clip about Fashion Careers. • Research career pathways • Rubric for career pathway
• presentation
Select a fashion design careers. Complete an aptitude and interest
• Description
survey to determine suitability for the career. Investigate where
• Certification required for employment
required education and training could be obtained. Identify
• Entry level requirement for training
employment opportunities Suggest related work experience
• Training (where, cost, duration)
opportunities.
• Employment opportunities
Prepare a résumé and cover letter applying for the position) Share
info with class/ post on class wiki
Conduct online/offline research and review in groups on the roles and
functions of the fashion designer, fashion illustrator.

39
Learning Outcomes

a Create fashion sketches
a Draft pattern using the flat pattern method
a Construct simple garments
a Plan, organize and implement a fashion show
a Exhibit professionalism through high quality presentations
a Work cooperatively as a design team
a Record events using webcam or other recording devices
a Post recordings to the internet
a Evaluate design sketches and garment construction processes
a Examine career path in fashion designing
The following are some Fashion terms to be used in lessons but not • Use the internet to further investigate the latest types of and feature in CAD
limited to:
fashion design software
Fashion - the currently accepted, prevailing style. (Vogue is defined • Use computer software to draw designs
the same way.) • Student can operate their own small business by designing and making
Fad - a fashion that suddenly bursts into popularity but is usually
short lived clothing and accessories for individuals/clients
Style - a distinctive form of dress that exists independent of fashion
(hippie, gothic, cowboy)
Classic - a fashion that retains general acceptance over an extended
period of time
Design - a specific version of a style
Avant-garde - ahead of its time, comes straight off the runway
Trend - fashion that always changing and is related to fads. Fashion
trends usually span 3-7 year cycles.
Identify basic garment styles: Dress. Skirt. Shirt, coat and jacket. pant
To determine the clothing details that are used to recognize, under-
stand, and interpret fashion cycles and silhouettes.
Identify basic garment parts: neckline styles, collar styles, sleeve
styles, pocket styles

Drafting paper, Fashion magazines, Scissors, Glue, Computer/ Fad, Fashion, Styles, Classic, Avant Garde, Fashion sketching, Texture, Harmony,
projector, Pencils/erasers, Sketch pad, Fabric, Metre stick, Internet Silhouette, merchandizing
access, Sewing machine, Dress form

Language Arts
• Apply the reading process to analyzing information.
• Demonstrate competence in speaking to provide, distribute or find information
Visual Arts
• Identify, manipulate, and combine various techniques to develop design sketches
• Print and design patterns for fabrics
Mathematics
• Use geometric concepts to create fashion sketches
• Calculate production and item costs and profits
• Show proficiency in calculating measurements for pattern drafting
Technology
• Demonstrate knowledge of computers in the apparel and textile industry
• Identify awareness of computer-aided design technology (CAD/CAM)
• Search for and present information

NSC
FAMILY AND CONSUMER

FOOD PRODUCT DEVELOPMENT

STEM INTEGRATION FOOD PRODUCTION DEVELOPMENT

43
PROJECT 9.2 FOOD PRODUCT DEVELOPMENT
Range of Content
What are the key concepts, skills and knowledge students will learn in this project:
Pastry Making
• Types/ proportion of Ingredients
• Terms associated with pastry making
• Choice and function of ingredients
• Guidelines for making short crust pastry
• Faults, causes and remedies
Cake Making – Creaming Method

• Choice and functions of ingredients used in cake making
• Proportion of ingredients used in the creaming method
• Techniques used in preparing cakes by the creaming method
• Faults in cake making
Cake Decorating
• Methods
• Tools/equipment
• Types of decorations
• Procedures for applying designs
Food Preservation
• Definition
• Reasons for preserving foods
• Principles of food preservation
• Methods of food preservation
o Drying
o Freezing
o Chemical - sugar, salt, vinegar and other preservatives.

PROJECT 9.2 FOOD PRODUCT DEVELOPMENT
Range of Content
Product Development
• Definition
• Stages of Product Development
• Market Research
• Advertising
Packaging and Labelling

• Reasons for packaging food items
• Types of packaging materials
• Procedures to following when packaging food items
• Information on a food label
About the Project

In this project students will learn about the process of product development from the design brief and planning stages to prototype, production, packag-
ing, labelling, marketing and evaluation of the final product. Students will also explore new and emerging practices in food production development, food
preservation, cake making and decorating and pastry making.
Portfolio Assessment
A portfolio is an organizer of student projects and assignments. Envelopes, files, binders, or folders may be used to compile information over a term for each
student. Each student should have a portfolio representing his or her work during the term. Students may construct portfolios in which to keep their work and
assessments throughout the term. Two portfolios may be valuable: a “working portfolio” to collect ideas observations, notes and critiques, and a “presentation
portfolio” to maintain completed work. By keeping track of this material, students are able to monitor their level of achievement. Additions to and revisions of
the portfolio should be done at the end of each module. At the end the term the student will turn in their portfolio for grading. A daily journal may also become
a part of a working portfolio. This will provide the student with a focus for self-directed or independent learning as well as an anecdotal record for part of the
student’s evaluation. A portfolio related to Clothing, Textiles and Fashion may contain: sewing samples, fashion design illustrations, and photos of completed
sewing projects.

45
• When undertaking the delivery of this unit, teachers should refer to the skills already taught in Grades 7 and 8 Resource and Technology and must also
adhere to the guidelines to the development of a new food product.
• Through a series of classroom activities, and project assignments, students will, learn the stages of product development and apply this knowledge to the
development of an original food item.
• Project Development is a long term project that can be adapted to fit within the normal class schedule in order to maximize the potential of the project.
• Students MUST work in groups for all major activities.
PACKAGING MATERIAL TESTS

Bursting Strength - to see how much pressure will cause the package to burst.
Compression Strength - to determine how many items can be stacked before damage occurs.
Impact Strength - to determine what happens to a package when it is dropped.
Penetration of Fats - to determine if fats will seep through the container.
Seal Integrity Tests - to determine if packaging materials will hold printed inks and will not bleed, fade or rub off.
Stiffness Test - to determine how much force is needed to push an object that will not yield.
Tear Force - to determine force necessary to pull a package apart.
Transmission of Water - to determine if the material will allow the leakage of water from the package.
Vacuum Testing - to determine if seals will hold or if they are defective.

PROJECT 9.2 GRADE 9 TERM 2 & 3 Prior Learning
Check that students have prior knowledge in:
• Interpreting basic recipes and understand basic food preparation skills.
PROJECT 9.2: Product Development

1 Through a project based Students will conceptualize, plan, develop and • Recognize the variety of fruits and vegetables grown locally and
execute creative and innovative new products. develop creative an innovative product from local fruits and
vegetables
2 Students will make informed decisions in the selection of materials, tools • Identify the different methods in pastry making.
and equipment and demonstrate increasing skill in the execution of tasks in • Explore the techniques to be used in the creaming method of cake
product development. making.
3 Students will build practical skills and the technical competencies necessary • Demonstrate a range of skills used in pastry
for effecting a solution/outcome. • Analyse a variety of techniques food preservation.
• Demonstrate knowledge of and apply the principles of food
4 Students will select a career pathway and develop a career plan that outlines preservation.
the academic and technical requirements for accessing the selected path- • Conduct sensory evaluation for food products.
way. • Demonstrate food safety and sanitation procedures
• Develop new food products.
• Use food packaging and labels according to production guidelines.
• Evaluate product outcomes
• Select a career pathway and outline the academic and technical
requirements to accessing it.

communicate ideas and information, and work collaboratively functions of the major organs and systems in living things and the
to support individual needs and contribution to the learning of scientific basis of how life is maintained and perpetuated. They should also
others. learn the scientific basis of how to maintain health and well-being.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND TECHNOLOGY - Students will develop the abilities to apply the design
DECISION MAKING - use appropriate digital tools and resources process
projects, solve problems, and make informed decisions. MATHEMATICS - Use the correct units, tools and attributes to estimate, com-
pare and carry out the process of measurement to given degree of accuracy.
DESIGNING AND PRODUCING - use digital tools to design and

47
Students will:
AT 1 - 1 week
Project Introduction
Discuss the range of fruits and vegetables grown locally and the Portfolio Assessment:
amount of waste that occur each year. • Problem solving Inventory of Local fruit or vegetable.
• Creativity
Crate an inventory of locally grown fruits and vegetables and New product chosen should show creativity, in-
• Explore
brainstorm creative ways to better utilized the foods. In groups novation novelty, innovative, effective etc…
• Describe
choose a local fruit or vegetable and decide on an innovative
• Plan
product that can be marketed. Use creativity checklist to evaluate
• Design
product creativity.
• Discuss
• Critical thinking
AT 2 - 2 weeks
Pastry Making
Use an appropriate vocabulary strategy to illustrate terms relating to • Discuss Checklist/rating scale for evaluating pastry
pastry making, e.g. pastry, bake blind, dredge, aerate, cut-in etc. • Observe products. Check for texture, flavour, presentation...
• Create
Visit a pastry shop (virtual or real) and observe the variety of pastry Recipe booklet contains at least 5 recipes from
• Problem solving
products available. Samples foods made from different types of each practical skill (cakes, pastry and food preser-
• Investigate
pastry and examine and discuss the differences. Investigate cut vation.). Recipes are accurate, stating ingredients
• Analyse
samples for colour, flakiness, texture, flavour etc. Critique pastries and and methods. well laid out, and attractively pre-
• Demonstrate
suggest ways to improve the taste, flavour, variety, presentation etc. sented.
• Research
Create multimedia presentation on the types of pastries • Critique
Conduct information search on the guidelines and procedure for • Problem solving
making short crust pastry, including tools and equipment. • Interpret
• Discuss
Collect online/offline recipes of various pastry dishes and compile a • Research
recipe booklet • Explore
Invite community pastry chef to demonstrate the making of short • Demonstrate
crust pastry as well as various products made from short crust pastry. • Design
• Creative
Capture the demonstration using recording devices and playback for • Classify
class discussion
Preparing items from short crust pastry (coconut gizzards/tarts/ tart-
lets/mince pies). display products and use a digital camera to take and
post pictures on a social media platform.
Include pictures and recipe in portfolio.
Use checklist/rating scale to evaluate pastry products.

3 Weeks
Cake making
Sample a variety of cakes and discuss the method of preparation Cake decorations should….. Look for Suitability
of decoration, Colour scheme, Visibility, Harmony,
View and discuss presentation on the methods of cake making
Eye appeal, Use of finishing products
Collect recipes and pictures of cakes made by the creamed method
Assess product made from preservation look for…..
and add to recipe booklet.
Discuss choice of ingredients and tools and equipment used in cake
making.
Prepare cakes using the creaming method.
Participate in a cake decorating work shop. The workshop will include
the following:
Video /multimedia /oral presentation on cake decorating techniques
Observe demonstration of simple cake decorating methods by a re-
source person/ teacher. Watch video on selecting appropriate tools
and equipment used in cake decorating
Collect recipes of cake decorations add to recipe booklet
Decorate cakes using simple cake decorating techniques such as
glaze icing, frosting, butter icing, dusting, sprinkles and fruits
Use checklist to assess cake decoration
Take pictures of cake decorations for portfolio

49
2 weeks
Food Preservation
Conduct online/offline research and presentation on the methods Oral presentation of new product using oral
and principles of food preservation. presentation Rubric. Look for use of various ITC
and digital source, fluency, clarity, accuracy of
Collect pictures and recipes of food showing the different methods of
information etc.
preservation and add to recipe booklet.
Demonstrates various methods of food preservation: Drying,
Freezing, Chemical- sugar, salt, vinegar etc.
Demonstrate an understanding of food preservation by preparing an
item using one method of food preservation.
Food Packaging and Labelling

Test various packaging material to determine suitability for
specific products. Select a packaging for the selected product.
AT 3 - 3 weeks
Product Development Assess product innovation using checklist. Look
View video or chart presentation on the Stages of Product Create a podcast for development of recipe, trial recipe, sensory
Development. evaluation, marketing, packaging and labelling
In groups develop the idea for the “new” food product discussed
in week one, using skills developed in cake, pastry making or food
preservation.
Create a poster and a podcast to introduce and describe the new
product to the class.
Develop a recipe for the product to be produce, ( begin with a stand-
ard recipe and make modifications
In groups prepare the product, conduct a sensory analysis of the
product, Modify the original recipe and repeat the preparation and
analysis steps until the product is stabilize.
Determine the nutrient composition of the product, and prepare an
ingredients list which would conform to labeling requirements (i.e.,
listing ingredients by weight).

Prepare a mini product proposal that follows the outline below. Assess career chart for accuracy, clarity of
Refine Product according to desire flavour version. information and presentation
Package and label the product.
Mount a display of the various products at school and/or at an
Agricultural Show, 4 H Achievement Day, Food Expo.etc.
AT 4:
Investigate a career available in the Food Service Industry with direct
link to pastry; cake making or food preservation techniques and de-
velop a career chart that outlines the academic and technical require-
ments for accessing the selected career pathway. Add career plan to
portfolio
Learning Outcomes

aCompile a recipe booklets
aMake pastry and pastry products using short curst method
aPrepare cakes using creaming method
aDecorate cake using simple method of cake decoration
aPrepare products using various method of preservation
aDevelop products that meet commercial standards.
aModify recipes
aCreate informative food labeling.
aWork cooperatively in groups
aSelect , use and care appropriate tools and equipment used in food preparation
aPractice health and safety standards in food preparation
aSetup food product display
aUse various ITC tools to create and communicate information

51
FOOD PACKAGING – Food packaging is the development of materi- Encourage students to:
als and packages that contain and protect products, while also ful- • Use skills gained in cake, pastry making and food preservation to start and
filling consumer needs for convenience and communication. maintain a business
• Conduct further research on the other methods of cake and pastry making
Mini project proposal guidelines
• Explore how the knowledge gained can be used to further develop
• Name of New Food Product
entrepreneurial skills.
• Product Description (2 sentences)
• Field trip to food preservation plants to observe canning and packaging
• Target Market (1 paragraph)
process
• Product Recipe (Abbreviations and brand names should not be
• Design a new container for any food item that is easier to open and handle
used in the recipe.)
and caters to an aging population.
• List of major ingredients and their nutritive value
• Visit the Bureau of Standards and view a product development process and
• Instructions for Preparation
find out what assistance they provide for product development.
• Description and sample of package design (1paragraph)
• Storage and Display Plan (1paragraph)
• Marketing Plan (1paragraph)
…PRODUCT DEVELOPMENT – Product development is the process

through which food scientists transform new food ideas into mar-
ketable products. When developing a new food product, product
developers must decide what product will be produced, discover
who will buy the product and how to make it unique, define what
is in the product, develop all aspects of the product, and deploy the
product into the marketplace.
PEER INTENT TO PURCHASE EVALUATION:

Product Name: __________________
On a scale of 1 to 5 (1 being least likely and 5 being most likely), indi-
cate with an “X” the likelihood that you would purchase this product
if it was available for purchase.
1 _____
2 _____
3 _____
4 _____
5 _____

Internet access, computers and multimedia projectors, Food preparation Pastry, Cut in, Aerate, Sensory evaluation
facilities, ingredients, tools and equipment i.e. cake tins, pastry pans and
pie dishes etc.

Language Arts
• Reading information in recipes
Business Education
• Formulating a marketing plan
Agriculture
• Selecting and utilizing indigenous products
ICT
• Use word processing to create documents
• Use Microsoft Publisher to create label
Mathematics
• Calculate recipes, using graphs to present research information.

53
NSC
FAMILY AND CONSUMER

MINI-ENTERPRISE
NSC Physical Educcation: Grade 8 54

STEM INTEGRATION MINI ENTERPRISE

55
PROJECT 9.3 MINI ENTERPRISE
Range of Content
• Develop business ideas and establishing a business
• Conduct market surveys on specific food /clothing project
• Develop business plans
• Determine space and type of facility needed for a specific business
• Identify expenses related to starting and operating the business
• Establish product price
• Prepare a market plan
• Select advertising media and method of advertising the product
• Select business name and develop a business logo
• Plan advertising campaign
• Establish record keeping systems for business
• Outline components of production
• Develop flow chart, time schedule, and work sequencing schedule
• Operate a business
• Liquidate a business
• Evaluate the entrepreneurial experience
• Identify academic and technical requirements for accessing specific career paths
About the Project

In this Project students will conceptualize, plan and execute innovative entrepreneurial enterprises in Family and Consumer Management. They will develop
skills and experience in starting, operating and liquidating a business as they practiced in a school base mini enterprise. Activities include organizing a small
business, producing products and/or providing services, and managing a small business. Students come up with an innovative idea for a small business, carry
out a market survey, decide on the product or service to be offered, prepare a business plan, finalizing a marketing strategy, choose their managers and team
leaders, raise capital and produce or order the products. Students will sell their products or services in the school, the near community or online and keep
accounts/records. At the end of the term the company goes into liquidation and students present a report on their experience.

PROJECT 9.3 Mini-Enterprise
Teaching Entrepreneurship Through Project-based Work:

The objective of mini enterprise project is for students to develop economic activities in which they produce and sell real products or services.
These activities allow students to acquire basic entrepreneurial skills, as well as personal qualities and transferable skills that have become
increasingly important in order to live and work in a knowledge society. Research has shown that through participation in the mini enterprise,
students display their creativity, develop enthusiasm and self-confidence, and learn how to work in a team, become more willing to take
responsibility and use their initiative, improve their communication skills, and develop enthusiasm and self-confidence.
The tool for assessment for this unit is a portfolio. A portfolio is a purposeful collection of students work. Students will select outstanding pieces
of their work to present for assessment at the end of the term. The portfolio activities in this project are just suggested activities, teachers and
students are free to decide which pieces of work are to be assessed.

NSC
FAMILY AND CONSUMER

MANAGEMENT PROJECTS
GRADE 9: TERM 3

• Students should complete entrepreneurship unit in Business Basics and know how to write a business plan
• Students should complete agro processing, product development and Fashion design and Merchandizing
in terms 1 and 2 and know how to produce marketable products and services
PROJECT 9.3: Entrepreneurship In Family and Consumer Management

1 Students will be able to apply Creativity & Innovations selecting a mini • Identify a Family and Consumer Management-related small business
enterprise project. opportunities and select a product to manufacture or a service to sell.
• Develop, complete, and compile a market survey for a product or
2 Students will be able to Explore Methods & Procedures in developing service
products and services for a mini enterprise. • Establish short-term and long-term goals for business and develop a
3 Students will be able to apply appropriate strategies in applying solutions to business plan
developing and managing a small business. • Decide on a price for a product or service
• Prepare a market plan
4 Students will develop the ability to analyze Career Pathways by selecting a • Select a method of advertising that is appropriate for the product or
career pathway and developing a career plan for accessing the selected path- service
way. • Develop a flow chart, time schedule, and work sequence schedule
necessary to produce the product or provide the service.
• Operate a business, keep records and liquidate the business at the
end of the term.
• Evaluate the entrepreneurial experience against established goals
• Select a career path and outline the academic and technical
requirements for accessing the selected pathway.

communicate ideas and information, and work collaboratively functions of the major organs and systems in living things and the
to support individual needs and contribution to the learning of scientific basis of how life is maintained and perpetuated.
others.
TECHNOLOGY - Students will develop the abilities to apply the design
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND process
DECISION MAKING - use appropriate digital tools and resources
to plan and conduct research, aid critical thinking, manage MATHEMATICS - Use the correct units, tools and attributes to estimate, com-
projects, solve problems, and make informed decisions. pare and carry out the process of measurement to given degree of accuracy.


59
Students will:
At.1 - Week 1
Discuss the characteristics of good business ideas. • Self-assess Idea bank portfolio entry should show creativity
• Employability skills and originality of ideas.
Self-assess and make a list of personal interest, talent, skills. Create
• Create business ideas
a small business idea bank by making a list of at least ten creative
• Wok as a Team
and innovative ideas for a small business in Family and Consumer
Management.
Review conducting market survey; decide on a product or service for
a small business. Select a survey instrument and conduct a market
survey.
At. 4 - Week 2
Review and discuss careers in Home and Family Management. • Taking calculated risks
Individually, decide on/choose a career path in Home and Family • Communication ideas
Management that they would like to pursue. Conduct research online • Leadership skills
or offline and complete a career pathway work sheet which details
reasons for choice and how to access their particular career pathway.
Develop a career pathway map using appropriate software and share
their research with the class.
At.2 – Week 3
Use spreadsheet software to analyze the information from the • Self-confidence Portfolio entry should show include facts about
survey. Using the survey information, decide what the product will • Taking initiative the people in the market, opinion of the potential
look and feel like, make financial projections, decide on the best • Assuming responsibilities clientele, information on competitors etc.
location for the business, identify features that make your product
or service unique by comparing it with that of the competitors and
decide on a selling price etc. Enter survey instrument and analysis into
portfolio

Weeks 4 and 5
Develop or adopt a business plan template and write a business plan. • Make Decision Portfolio entry should show the components of a
• Management time good business plan.
Develop a radio or newspaper advertisement to promote the
• Meet deadlines
business and /or develop website or social network page to advertise
• Set goals
and market the product or services.
• Project management
Organize the business activities by procuring raw materials, tools and • Use of Information and
equipment to carry out the business. Communication Technologies
(ICTs)
• Public speaking
• presentation skills
• Management skills
At 3 – Weeks 6
Launch the business, operate the business for 6 weeks, keep records Portfolio entry should include advertising
journal the weekly activities and liquidate the business at the end of campaign, business records, Income and
the term. expenditure statements, Organizational chart etc.
Suggested business ideas: agro processing, product development,
pastry shop, preservations- jellies, candies, dried fruits, pickles,
fashion merchandizing, cosmetology services, facilities management
etc.
Week 1: Launch the business
Week 2: Operate the business, keep records
Week 3: Operate the business , keep records
Week4: Operate the business, Keep records
Week5: Participate in a trade fair, art and craft expo, festival
competition where possible
Week 6: Liquidate the business by paying all creditors, collecting from
all the debtors and share the profits among shareholders/participants.
Enter business records in portfolio
Select appropriate resources and technologies/ tools for business
Observe health and safety requirements during production and when
rendering services
Select environmentally friendly products and production processes
Design products using sustainable materials etc.

61
Final Week
• Evaluate the entrepreneurial experience using focus groups Assess student’s oral presentation. Using oral
• Present an income statement presentation rubric
• Present a written report on the project in portfolio
Learning Outcomes

aUnderstand the roles and functions of various career positions in business
aConsider the challenges, demands and constraints involved in run a successful business
aWork effectively in a team
aProduce quality marketable end product.
aGain skills in preparing a business plan
aBe able to develop sound business ideas
aPractice online marketing
aUnderstand the requirements to access various career paths

Focus Group Give students the assignment ahead of time so that Use computer simulation programs to develop a realistic simulation of an
they can think through and organizer their thoughts. Help students economic activity. E.g. business game
develop speaking guidelines to make the activity meaningful and
Collaborate with classmates and start a company/small business in your
maximize the use of time
community
Business Plan: Provide guidelines for writing the business plan and Develop a website for the company
guide students through the proces

Multimedia Projector or overhead projector, Computers, Printer, Software Business plan, Budgeting, Finance, Shares, Sponsors, Loans, Profit, Accounting,
– word processing, spreadsheet, Graphics etc, Internet, Television and VCR Marketing, Advertising, Product, Service, Sales, Purchasing, Business, Contracts
Career work sheet, Equipment and materials for the production process Records, Organizational chart

Language arts:
• Students demonstrates competence in writing and editing reports using correct grammar and punctuation
• Demonstrate competence in speaking to discuss issues and arrive at solutions and making oral presentation
Business: Students will develop competence in apply business concepts to operating the mini enterprise
Maths: Demonstrate competence in calculating portions and quantities during production

63
NSC

GRADE 9 PROJECTS: INDUSTRIAL EDUCATION

A I M S O F R E S O U R C E A N D T E C H N O L O G Y
The Aim of Resource & Technology:

The aim of Resource and Technology at this level is to use the principles of Science, Technology, Engineering and Mathematics (STEM)
infused with the Technical Vocational standards to foster students’ awareness of foundational technical skills and their relationship to future
careers and occupations. In a project-based format, students use the design process for problem solving in a range of technology based
design contexts. The aims of Resource and technology at this level are to enable students to become:
• Aware of a range of future focused career options

In Grade 9 students are expected to conceptualize, operate and manage a business referred to as the Mini-Enterprise. At this point students should be guided
to use the knowledge and skills acquired from Grade 7 and Grade 8 to produce a product ( or set of products) or services for an identified/selected market. The
teacher will inform students of all the tasks and targets they are expected to meet (whether on an individual or on a collective basis) in the grade 9 year, for
successful transition into grade 10. Significantly projects developed in the Grade 9 year should be so designed that they can be reproduced in batch quantities
to be sold as Mini-Enterprise items. Within this curriculum outline, students’ projects will consist of three separate projects; in term one: kitchen utensils/
accessories and term two: Storage Device or Space Organizer. It is proposed that in the third term, a third project will also be designed and constructed for sale
during the Mini-Enterprise series of activities. The proposed or suggested Grade 9 project for the third term will be Personalized Concept Clocks. It is advised
that all the projects designed and constructed will be items produced for a surveyed target market. The Mini – Enterprise will be “the business concept” used to
develop the business processes for each project designed and constructed in the Grade 9 year. It is anticipated that students will be guided in formulating their
business ideas to reflect an organized business enterprise unit with a unique name and an organized business structure that is clearly discernible. Therefore,
the primary outcome of this activity will be to establish and operate a successful Mini-Enterprise project by:
• conceptualizing a business idea;
• deriving branding solutions;
• designing production and logistics arrangements;
• sourcing capital to produce items for resale, and
• the eventual liquidation of the mini enterprise (business) activities towards the end of the Grade 9 year as profit margins are realized.
It is very important that students develop and pay close attention to the issues related to good and effective health and safety principles and the practical
deliverables/skills associated with all the stages of the project from conceptualization to final output.
Project-Based Approach
This curriculum will employ a ‘project-based’ approach in which students learn through the completion of assigned tasks. The curriculum promotes the use of
activities pivoted on a design innovation mode, in which students conceptualize their own designs and chose suitable materials and processes by evaluating
what is available, affordable and usable. Students should not be limited to a particular concept, but should be encouraged to brainstorm all possibilities and
use the recommended process outlined below to create the product. The students will, therefore, be guided through the design process to analyse a situation,
problem or need; design a workable solution, construct, modify or implement the solution. Additionally, students should be encouraged to evaluate designs
based on established standards and market trends and make modifications where necessary. The seamless integration of the Science, Technology, Engineering
and Mathematics (STEM) concepts should be a major underpinning practice employed by the teachers as they guide the design process among the students.
Students will be encouraged to practice safety and give due regard for the environment. Students should be orientated and organized to work effectively in
teams as the activities are designed to simulate the work environment. Teacher and students should explore the career opportunities associated with the skill
sets being developed and explore ways to market their products and/or skills, and also to make meaningful associations with the business community. The
development of competencies in the use of tools and equipment as well as practising safe working habits is important and must be emphasized throughout
every activity the students are engaged in.

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Design Process Cycle

OVERVIEW OF SUBJECT CONTENT INDUSTRIAL EDUCATION RESOURCES AND TECHNOLOGY

Unit 1: Operating Power Equipment Unit 4: Three Dimensional Drawing Unit 6: Production and Marketing Techniques
• Portable Power tools • Isometric Drawing • Define the term PRODUCTION

• Stationary Machines and equipment • Oblique Drawing • Define the term MARKETING
• Safety in the use of machines • Basics of Perspective Drawing • Identify production techniques used to produce
• CAD Applications projects
• Business modelling through the establishment
of a mini enterprise
• Evaluation and quality assurance
Unit 2: Fundamentals of Design and Drafting Unit 5: Model making and Construction Unit 7 Electrical Measurements and Calculations
• Constructing angles • Understanding measurements and scales • Total Voltage
• Constructing plane figures • Preparation and Interpreting of working • Power
• CAD Applications Drawing • Total Current
• Marketing, drafting and design services • Selection of Materials • Total Resistance
• Construction Process
- Layout
- Cutting
- Assembly
- Finishing* (Major Topic)
• CAD Applications
Unit 3. Sketch and Design Unit 5: Model making and Construction
• Concept mapping and brainstorming • Understanding measurements and scales

• Freehand sketching principles • Preparation and Interpreting of working
• Two dimensional representations Drawing
• Three Dimensional representations • Selection of Materials
- Isometric • Construction Process
- Oblique - Layout
- Perspective - Cutting
• CAD Applications - Assembly
- Finishing* (Major Topic)
• CAD Applications

69
NSC
INDUSTRIAL TECHNIQUES
TERM 1 - PROJECT 9.1 KITCHEN UTENSILS/
ACCESSORIES

STEM INTEGRATION Kitchen Utensils/Accessories
SCIENCE STEM Integration Mapping TECHNOLOGY

Industrial Techniques
Grade 9 – Project 1 • Measure and layout the work correctly
• Elements of materials • Selecting material according to purpose
• Properties of materials • Accurately calculate the required materials and
associated time
• Composition and structure of materials
• Plan and sequence the work activities in a logical order,
• Recycling waste and elimination of waste using a variety of ICT media
• Use scientific knowledge to select appropriate • Formulate audio/visual presentations of design/project
(experimental method) • Use hardware and software tools to conduct research
• Understand the effects of resistance and voltage on • Identify and describe careers related to technological
current flow applications
• Using a range of tools to apply appropriate finishes
What is being assessed?
Design kitchen
MATHEMATICS utensils/ accessories
ENGINEERING
from local materials
‘E’ Design Process
Define problem by exploring the contexts within which the problem
• Unit of measurement exists
Generating ideas by examining the problem and desired solution
• Conversion of units of measure Select solutions based on exploration of resources, efficiency, and
• Geometric elements of solid and development cost among other factors
Test the solution by examining model, checking online sources, or
• Investigating the relationship between the radius and analysing research findings
the area of a circle Provide/produce solution focusing on safety, accuracy and
• Relationship between an object and an image efficiency
Evaluate solution against the original/modified problem, plan or
design
Present results clearly and accurately using ICTs where necessary

71
PROJECT 9.1 KITCHEN UTENSILS/ACCESSORIES 12 WEEKS (AT LEAST 1 HOUR PER WEEK
Associaed Units
Unit 1 - Operating Power Equipment
Unit 2 - Fundamentals of Design and Drafting
Unit 3 - Sketch and Design
Unit 4 - Three-Dimensional Drawings
Unit 5 - Model Making and Construction
Unit 6 - Production and Marketing Techniques
Description of the Project

A local home-goods supplier has embarked on a deal with the schools within its business environs for the supply of personalized novelty and ornamental items
that are designed and manufactured through the Mini Enterprize of partner schools. An order was placed for kitchen utensils and accessories from Green Acres
High School. The task for the students is to derive simple, innovative and practicable solutions (e.g. spoons, forks, trays, cutting board, spice rack, napkin holder)
that will appeal to the customers and utilize eco-friendly material that is safe for use in homes.
This project should involve the use of whatever materials are at the students’ disposal, bearing in mind that the solution must be cost effective, functional
and environmentally safe. This activity is intended to expose students to the possibilities that exist in the field of designing and production, while developing
student’s basic skills in entrepreneurial services. The project also aims to develop basic manipulative skills when the processes of cutting, fitting and overall
assembly of the solution are carried out. It is also expected that students will begin to realize or see the direct link between scientific principles, mathematical
calculations, technological infusion and the application of research in determining basic solutions to everyday tasks, problems or needs.

About the Project
In this project students will design and create kitchen utensils/accessories (e.g. spoons, forks, trays, cutting board, spice rack, napkin holder). Students are
expected to explore a range of locally available and environmentally friendly resources and also to select and use the most appropriate technologies to
complete the project. Students will be expected to maximize the use of available technologies at their disposal as well as integrate the principles and elements
of design as they construct projects in order to complete the assigned tasks. Problem solving skills should be emphasised and students should be assessed
based on their competencies in the selection and utilization of resources and technological applications. Students’ abilities in the following processes will be
carefully scrutinized:
i. Conceptualise design ideas
ii. Use tools and equipment correctly and effectively
iii. Observe standard safety and environmental practices in the working environment
iv. Produce solutions to problems in an efficient and cost effective manner
As students will also be required to establish a mini-enterprise project and develop an accepted business model/plan. It is also anticipated that students will
develop competency in working collaboratively in groups, as well as in product development and marketing.
During the teaching and learning process, teachers and students should explore associated career fields, entrepreneurial opportunities and the infusion of
information and communication technologies. It is recommended that the Business Basics concepts be discretely integrated through the teaching and learning
process and activities and that Business Basics teacher be called upon when needed to reinforce any fundamental skills that may be proven to be critical at
particular points/juncture of the grade 9 year.

73
Range of Content
Students will develop knowledge and understanding by learning:
1. The standard health and safety procedures in the work environment.
2. Classification of resources.
3. Classification of technology.
4. The importance of technology in the development of projects or ideas.
5. Classification of tools and equipment.
6. Standard procedures and practices:
- Care and maintenance of tools and equipment.
- Use of tools and equipment.
7. Sources of power for tools and equipment.
8. Sketching principles and practice
9. Basic designing and drafting principles.
10. Introduction to CAD applications
11. Simple CAD applications (2D modelling)
12. Basic 3D Modeling Applications (eg. Sketchup)
13. Development of Business Plan.
14. Assembly and fitting procedures and principles.
15. Existing and emerging careers in project development, design and manufacturing, logistics, and Entrepreneurship.
16. Entrepreneurial opportunities associated with the development of the project.

Check that students:
• Have some knowledge and understanding of materials used in the design and construction of Industrial
Techniques Projects
• Understand the basic uses of hand tools and industrial processes
PROJECT 9.1: Kitchen Utensils/Accessories
Attainment Target(s) Objectives

Strand 1: Creativity & Innovation Students will:
• Conceptualize a business idea and formulate a plan. • Use brainstorming and/or concept mapping to design a solution
• Evaluate the plan to ascertain its feasibility based on cost, quality and based on the problem or concept
efficiency in production/assembly • Research product ideas and present findings in project/presentation
formats
Strand 2: Method & Procedures • Evaluate designs using the design process
• Undertake tasks with increasing competence in the use and care of tools and • Modify designs if necessary after evaluation exercises
equipment. • Demonstrate freehand sketching principles in the drawing of design
• Identify materials and resources required after giving consideration to quality solutions
efficiency and environmental factors. • Accurately use Technical Drawing principles to draw angles,
quadrilaterals, circles and arcs, polygons and other plane figures
• Create two dimensional sketches or drawings of the proposed project
o Using traditional drawing techniques
o Using Simple CAD Applications
• Accurately use the principles of Isometrics, oblique and/or
perspective drawing to produce three dimensional sketches or
drawings of the proposed project
o Using traditional drawing techniques
o Using Simple CAD Applications
• Identify available resources and materials to carry out the given tasks
• Select appropriate resources best suited to complete assigned tasks
by analysing physical and chemical properties

75
Strand 3: Apply & Solution • Differentiate appropriate resources with consideration to project
• Create designs to communicate ideas for the solution as well as evaluate and needs/problem.
modify designs based on critiques and group discussions. • Examine the range of construction processes to be used to accomplish
• Apply a sequenced approach to the development and construction of project. the task
• Demonstrate competence in the care and maintenance of hand tools
Strand 4: Career Pathway and powered equipment.
• Demonstrate awareness of new and emerging career choices/occupations • Select appropriate portable power tools or stationary equipment to be
regarding activities. employed in the completion of the task.
• Select the appropriate hand tools to be employed in the completion
of tasks.
• Apply appropriate safety practices in the execution of the sequence of
work
• Use hand tools and portable power tools safely, accurately and
efficiently.
• Calculate accurately the amount of material that is needed to
complete the project.
• Apply appropriate dimensions/measurements for the project solution.
• Assemble components in a logical sequence to complete the project.
• Use appropriate information and communication technologies (ITC’s)
to illustrate design and construction processes.
• Estimate accurately the cost required to complete project.
• Compare finished product with other products with respect to cost,
value and quality.
• Justify the choice of materials and resources with due diligence for the
environment.
• Connect technological applications in society to the design and
construction of the tasks
• Evaluate product against established design criteria
• Identify career pathway associated with completing this project.
• Work individually and or in groups to undertake the project or activity.

DIGITAL CITIZENSHIP - Recognise the ethical, social, cultural SCIENCE - Students will use scientific knowledge to select appropriate ex-
and legal issues and implications surrounding the use of technology perimental methods. Understand the formation and importance of minerals,
and practice online safety and ethical behaviour rocks, and soils. Understand the importance of conserving forests and wildlife.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND TECHNOLOGY - Students will develop an understanding of the role of society in
DECISION MAKING - use appropriate digital tools and resources the development and use of technology. Students will develop an understand-
to plan and conduct research, aid critical thinking, manage ing of the role of troubleshooting, research and development, invention and
projects, solve problems, and make informed decisions. innovation, and experimentation in problem solving. Students will develop an
understanding of and be able to select and use manufacturing technologies.
develop creative products to demonstrate their learning and MATHEMATICS - Students will use the correct units, tools and attributes to
understanding of basic technology operations. estimate, compare and carry out the processes of measurement to given
degree of accuracy. Students will explore paths, geometric shapes and
space and make generalization about geometric relationships within the
environment.

77
Students will:
Planning
Brainstorm the problem, need or situation and derive a concept for • Conceptualize a solution to • Group/peer interaction/activities observed to
the solution in this case a range of kitchen utensils/accessories by: the need through group ascertain effectiveness of teamwork and group
• Selecting the most feasible business ideas to determine type/ discussion and exploration of dynamics among students.
mode of mini-enterprise. resources and materials
• Exploring the human, non- human, renewable and non- • Organize work activities
renewable resources available to them. Using a suitable sequentially and efficiently
graphics or drawing software to show their understanding of the around the min enterprise
various categories of resources.
• Discussing the technologies and selecting the most appropriate • Discuss possible alternatives • Questioning techniques used to determine
and efficient technologies that are available for the construction Interpret data and students’ ability to plan effectively.
of the items. information to arrive at a
• Using online and offline methods to conduct research in order to rationale conclusion
outline current and emerging trends in technology for
completing similar tasks.
• Conducting interviews and surveys with selected business • Explore a range of available • Rubric used to quantify and qualify students’
owners/resource persons to ascertain advantages and tools to complete a task competence in planning and logistics.
disadvantages of operating a business enterprise and producing
kitchen utensils/accessories.
• Exploring the range and classifications of hand and power tools • Use hand and power tools in
needed to produce a range of marketable items in an efficient a safe and efficient manner
manner.

Students will:
Designing
• Formulate a business plan to demonstrate a systematic approach • Review plans to justify • Students observed individually or in groups as
to the proposed venture to include; feasibility study and market activities they execute designing and drafting exercises
survey. as well as critique or justify designs.
• Create design drawings of the proposed kitchen utensils/ • Design and draw visual
accessories using a systematic approach and outlining the representation of solution
proposed solution using: using traditional and/or basic
o Orthographic sketches or CAD methods
o Pictorial sketches
• Insert a table in a word processing application to create a material • Insert word processing tables • Rubric used to prove students’ designing
list of the resources needed to complete the project. Save the • Save file in folder and drafting skills meet competency
document in a properly labelled folder for further retrieval and standards.
updating. This folder will be used for adding other portfolio items.
• Discuss best practices among experts in order to improve the • Evaluate best practices
proposed mini-enterprise venture.
• Discuss careers in drafting, design and woodcraft construction • Cite sources appropriately
and associate the careers discussed with the design and • Justify findings
construction of the project. Students will use the Internet to
search for key terms such as ‘careers in drafting’, ‘careers in design’,
and ‘careers in woodcraft’. Student will cite the sources of
information found on the internet.
• Develop a design criteria to cater to the functionality of the • Assess design solution for
proposed project accuracy and efficiency
• Discuss and critique designs in peer groups and class discussions • Critique progress based on
and justify their designs culminating in a re-modelling or revision modifications
where necessary.
• Measure and layout the parts or components of the design
solution and make modifications where necessary as they
evaluate their own progress.

79
Students will:
Executing
• Execute practical operations associated with the project using • Measure and layout Students observed individually or in groups as
selected range of tools provided. Steps: accurately they execute tasks:
• Indicate dimensions or points on material where cuts or other • Calculate accurately with • Using hand tools and powered equipment
processes will be done using appropriate measuring, marking and respect to material, time and appropriately, accurately and safely
layout tools associated costs • Practicing health, safety and environmental
• Make the necessary cuts in the material, avoiding unnecessary • Modify processes and protection habits
wastes. practices to increase • Evaluating and modifying as work
• Assemble the parts/components (without fasteners or adhesives) efficiency of tasks progresses
to verify accuracy of the dimensions or cuts made. • Observe safety rules in the • Finishing given tasks to approved
• Evaluate assembled project and make modifications if/where execution of tasks standards
necessary • Use hand and power tools
• Re-assemble or finish the project using the necessary fasteners skilfully and safely
and adhesives for component parts of the project • Apply appropriate finishes
• Apply the necessary finishes or finishing to the assembled project • Compile evidence in a logical
where necessary. order
• Students will compile a portfolio of the designs/modifications • Insert illustrations
made to indicate increasing competence.
• Students will use images captured to create a document
outlining the steps taken. Each image should have a suitable
caption and a description of the process or step that was applied
at each stage.
Evaluating
• Test project for accuracy and workability. • Test solution for accuracy, Rubric (observation, checklists and/or Rating
• Evaluate project against design criteria durability and material Scales) used to qualify students’ competence in:
o Individual and peer assessment practices readiness • Compilation of the business plan
o Observe the rules and procedures of working within the • Evaluate solution against • Use of tools and materials
environs of the classroom/lab alongside their peers. original design • Finishing and decoration
• Discuss the importance of efficiency of operations, quality • Observe process and align • Evaluating, critiquing and modifying work
assurance, aesthetic appeal, patent of design and product with environmental and individually or in peer groups
marketing. safety standards • Finishing given tasks to approved standards
• Conduct a Mini Enterprise business venture as outlined in a • Predict possible logical
Business Plan. outcomes

Learning Outcomes
a Explain the importance of resources in everyday life.
a Recognise the difference between the types of resources.
a Differentiate between non-renewable and renewable resources.
a Choose appropriate technology to suit particular situation, problems or needs.
a Develop a business plan.
a Assess the impact of modern technology to the development of modern society.
a Appreciate the importance of resource conservation in sustaining development.
a Explain the importance of safety in the use of technology.
a Appraise the alignment of safety programmes within the working environment to established standards.
a Follow safety procedure in the use and maintenance of tools and equipment.
a Differentiate between types of tools :
o Hand/power
o Classifications
a Choose appropriate tools to carry out given tasks
a Manipulate tools to carry out basic practical operations
a Use inventory control systems to manage the use and storage of material, tool and equipment.
a Read and interpret symbols and convention of working drawings
a Layout design of project
a Evaluate projects against design criteria
a Use appropriate ICT tools to create documents for portfolio
a Conduct research safely online relating to careers in drafting, design and woodcraft construction

• Determine the number of students to be engaged in the The development of skills and attitudes can be further augmented by the
activities (whether major task will be done individually or in following:
groups). • Educational excursion
• Identify limitations with respect to size and overall capacity of • Research projects
the project. • Site visits
• Range and availability of resources to be used. • Use of resource personnel in the related fields (subject matter experts)
• Safety of students working with materials, tools and among • Design and construction of scaled models (especially of ideas too large to be
peers constructed in real-life)

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Blank paper, Hand tools, Power tools, Lumber/sheet metal, PVC plastic, Design, construction, modelling, drafting, conservation, inventory, marketing,
Personal protective clothing, Computers, Drawing tables, Internet product development, technology, safety, accidents, resources, power, career,
access, Fasteners occupation, environment, maintenance, dimension, assemble, fasteners,
adhesives, evaluate.

The elements of this project and the associated units may be linked with the following subject areas and attainment targets:
Mathematics:
A.T. 2 – Measurements
A.T. 3 - Geometry
Visual Arts:
A.T. 1 – Create and Develop
A.T. 2 – Plan and Design
Science:
A.T. 1 – Exploring Science and the environment
Information and Communication Technology:
A.T. 2 – Designing and Producing
A.T. 3 - Research, Critical Thinking, Problem Solving And Decision Making
A.T. 4 - Digital Citizenship

83 NSC Resource and Technology Grade 9
NSC
TERM 2 - PROJECT 9.2: STORAGE DEVICE OR
SPACE ORGANIZER

STEM INTEGRATION Storage Device or Space Organizer
Industrial Techniques STEM Mapping

Grade 9 – Term 2
SCIENCE Mathematics
• Physical and chemical properties of wood, metal • Using pattern of templates
and plastics
• The using charts and other graphical
• Impermeable and permeable materials representation forms of data
• Viscosity and its effects on matter • The language of sets
• Toxic and on-toxic materials • Principles of computation
• Environmental safety - Ratio
- Quantities in proportion
Design and
construct a space
organizer for the
home, school and
work environs
Technology ‘E’ Design Process
Define problem by exploring the contexts within which
• Interpreting and computing data
the problem exists
• Drawing of the space organizer Generating ideas by examining the problem and desired
solution
• Designing a visual representation of the solution
Select solutions based on exploration of resources,
• Measuring and laying out of parts and efficiency, and cost among other factors
components Test the solution by examining model, checking online
• Modifying designs sources, or analysing research findings
Provide/produce solution focusing on safety, accuracy
• Applying the appropriate finishes by using a and efficiency
range of tools on selected materials Evaluate solution against the original/modified problem,
• Soldering, assembling and riveting selected plan or design
materials Present results clearly and accurately using ICTs where
necessary

85
PROJECT 9.2 STORAGE DEVICE OR SPACE ORGANIZER 9 WEEKS (AT LEAST 1 HOUR PER WEEK)
Associaed Units
Unit 2 - Fundamentals of Design and Drafting
Unit 3 - Sketching
Unit 4 - Three-Dimensional Drawings
Unit 5 - Model Making and Construction

The private sector organization of Jamaica, in an effort to encourage young people to see TVET as a viable option, is embarking on a major project to equip
technical high schools with basic tools and equipment for all TVET areas( Industrial Education, Home Economics, Visual arts and Agriculture). Before any of the
approved tools and equipment can be supplied to any school, the schools are required to design and construct suitable storage facilities to house the tools
and equipment slated for each school. The principal, in an effort to secure as much tools and equipment as possible, proposed a challenge to students in the
Industrial Education Department. The Industrial Education Department will be divided into four groups. Each group will be assigned a TVET department and
given a specified timeline to design a storage facility to house basic tools and small equipment for that particular area. The designs produced will be judged by
the teacher and students and the necessary adjustments will be made as required. The Industrial Education Department will be further tasked to construct the
storage device for each department. The solution should provide a safe, convenient, cost effective and space saving storage unit for basic hand tools, gadgets
and other miscellaneous items.
The project should involve the use of whatever materials are at the students’ disposal, bearing in mind that the solution must be cost effective and
environmentally safe. This activity is intended to expose students to the possibilities that exist in the field of designing and environmental protection, while
developing student’s basic manipulative skills when the processes of cutting, fitting and overall assembly of the solution are carried out. It is also expected
that students will begin to realize or see the direct link between scientific principles, mathematical calculations, technological infusion and the application of
research in determining basic solutions to everyday tasks, problems or needs.

About the Project
In this project, students will design and manufacture storage devices or space organizers for the home, school or work. They are expected to design each item
to be constructed from sheet metal. Students will explore a range of sheet metal types along with their associated properties and characteristics and apply
design concepts and principles to create an aesthetically pleasing and fully functional product. The product should meet market standards as students are also
expected to make and market the product(s) through the mini-enterprise series of activities.
The tasks students perform (both individually and collectively) will be done through the application of proven problem solving techniques, geared towards
using a range of locally available and environmentally friendly resources. In completing the tasks, students will be encouraged to select and utilize the most
appropriate technological applications accessible to them. As students are monitored and supervised by their teachers and peers, the competencies in
conceptualizing designs, using tools and equipment, entrepreneurship and careful observance of standards of safety and environmental procedures in the
work environs will be acutely facilitated.
Students’ communication and interpretive skills will be further developed and nurtured in a student centred and inquiry based teaching and learning
environment. As students discover the various jobs and careers associated with light weight structural design and construction and operating a mini enterprise,
it is anticipated that students will make the necessary linkages with what is done in order to complete this project and the tasks performed by professionals in
the real world of work. Learners will apply business concepts and behaviour as they progress through the stages of conceptualization through to production
and marketing by establishing a mini-enterprise that reflects the operations of a business entity.

87
Range of Content
Students will develop key concepts and competencies in:
1. Understanding the importance of health and safety when working with resources.
2. Analyzing market needs for goods and services.
3. Business and project planning to execute a mini enterprise
4. The use of the design process.
5. Selecting appropriate resources to provide solutions to problems/needs.
6. The fundamentals of sketching, designing and drafting
7. Working with materials and equipment.
8. Understanding the differences in tools and equipment.
9. Developing competencies in the use of appropriate tools for the execution of relevant tasks.
11. Material and cost calculations (quantity specifications)
12. Performing layout and assembly processes
13. Understanding mass production and efficiency.
14. Applying verbal and nonverbal skills in creating and analysing solutions.
15. Analysing the environmental impact on the use of materials.
16. Exploring waste management and its impact on the environment.
17. Application of finishes (aesthetic appeal).
18. Comparing modern practices to traditional (previous) practices.
19. Understanding career opportunities (emerging and existing) associated with the development of the project.

• Have knowledge and understanding of the structural characteristics of materials
• Possess knowledge of the uses of hand tools and portable power equipment
• Possess knowledge of entrepreneurship, marketing and production
PROJECT 9.1: Kitchen Utensils/Accessories

• Create unique designs of the Storage Device or Space Organizer and Explore • Design a solution based on the problem or concept
technological applications in the design and construction of solutions. • Use tools, materials and machines safely and accurately
• Plan and execute an entrepreneurial enterprise to produce and market the • Name the related tools and machines associated with the project to be
Storage Device or Space Organizer produced
• Predict the number of projects to be produced from a given quantity
Strand 2: Method & Procedures of materials
• Identify materials and other resources required to execute the construction of • Draw two/three dimensional drawings of the proposed projects to an
the proposed solution. appropriate scale
• Examine the range of activities in the development and marketing of the • Produce two/three dimensional designs using available software
Storage Device or Space Organizer. • Use basic CAD applications to produce drawings
• Create a series of presentation drawings of the proposed project
• Outline the steps required to complete a specific processes (for e.g.
cutting or at a particular degree) or the project
• Construct orthographic views of simple objects
• Produce a budget schedule for an estimated target
• Prepare working drawings from pictorial views
• Identify available and/or smart resources needed to complete
assigned tasks.
• Select available and/or smart resources needed to complete assigned
tasks.
• Select the most appropriate resources with consideration to project
needs/problem and environmental considerations.
• Calculate the total cost of materials used to complete a given task/
project
• Demonstrate a range of operation processes to complete tasks (for
cutting, layout, assembling, finishing, soldering)
• Differentiate between the terms ‘unit production’ and ‘mass
production’
• Apply appropriate finishes to a range of materials and components
• Assemble components in a logical sequence to complete the project.

89
Strand 3: Apply & Solution • Apply appropriate dimensions/measurements for the project solution
• Follow a logical/systematic flow in the execution of necessary tasks to • Justify the choice of materials and other resources with due
complete/construct the personal item holder. considerations for the environment
• Apply the necessary practical skills to execute the tasks of production and • Demonstrate an awareness of possible careers associated completing
marketing of the Storage Device or Space Organizer. the project.
• Work individually and or in groups to undertake the project or activity.
Strand 4: Career Pathway
• Explore career opportunities that are associated with the design and
construction of the personal item holder.
• Collaborate effectively in teams/groups and simulate real world work
environments.

COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - Students will use scientific knowledge to select appropriate
communicate ideas and information, and work collaboratively experimental methods. Understand the formation and importance of
to support individual needs and contribution to the learning of minerals, rocks, and soils. Understand the importance of conserving forests
others. and wildlife.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND TECHNOLOGY - Students will develop an understanding of the role of
DECISION MAKING - use appropriate digital tools and resources society in the development and use of technology. Students will develop an
to plan and conduct research, aid critical thinking, manage understanding of the role of troubleshooting, research and development,
projects, solve problems, and make informed decisions. invention and innovation, and experimentation in problem solving. Students
will develop an understanding of and be able to select and use
DESIGNING AND PRODUCING - use digital tools to design and manufacturing technologies.
understanding of basic technology operations. MATHEMATICS - Students will use the correct units, tools and attributes to
estimate, compare and carry out the processes of measurement to given
DIGITAL CITIZENSHIP - Recognise the human, ethical, social, degree of accuracy. Students will explore paths, geometric shapes and
cultural and legal issues and implications surrounding the use of space and make generalization about geometric relationships within the
technology and practice online safety and ethical behaviour. environment.

Students will:
Planning
Conduct market research to determine the feasibility of batch • Conduct research of facts • List of items in the selected environments –
producing the solution as an entrepreneurial activity using presented feasibility of storage/organizing
questionnaires as well as digital and online surveys. • Design and analyze • Research shows evidence of interaction with
questionnaires community and peers to determine genuine
Explore a concept for the project by analysing the results of the
• Conceptualize solution to need and feasibility of producing in large
market research as well as examining the resources, and possible
needs identified quantities
costs in completing the project’s products.
• Calculating cost based • Documents indicate development of
Discuss the possible materials to be used to construct the project material proportionalities competencies in ICT.
guided by their teacher based on: availability, cost, workability, • Conduct electronic search • Research indicates evidence of knowledge of
durability, and other properties/characteristics of the materials. • Probe a range of materials, classification and properties of metals using
Use internet to conduct research on the types of materials to methodology and design both online and offline resources
ascertain the advantages and disadvantages of each before a final • Plan strategically for quality • Evidence of emergence of planning skills and
selection is made. • Categorize materials group dynamics as well as leadership and
according to suitability management skills among peers.
Explore or examine various methods of storing or sorting the identified • Explore methodologies for
items at different locations in the home, school or work environs with storing
due regard for the type of materials from which they are constructed.
• Explore storage methods for specific materials
Suggest the best way(s) to store or display the items for ease of
access and to determine the most suitable type(s) of materials to
make a holder/container for the selected items.
Plan strategies to produce and market the item in an efficient and
cost effective manner giving consideration to quality, safety and
environmental factors

91
Students will:
Designing
Select a category of items used in the selected environments and • Selection of material • Designs created adhering to the principles and
suggest the most suitable method and type of material(s) to store or • Critique principle and elements of design
display items in an efficient and safe manner. elements of design
• Assess prior work and output
Analyse the selected items giving consideration to material, purpose,
• Calculate material in respect
size, shape and factors relating to characteristics and makeup.
to quantities
Select an existing Storage Device or Space Organizer and ask student • Formulate a final design
to critique the design, highlighting specific principles and elements based on a number of
of design, students will make notes of their observations. predetermined objectives
• Students could be placed in groups and each group select a • Create and format multimedia
storage device/space organizer to critique and present their presentation
findings. • assess design solution for
Investigate and assess what was done by previous and existing accuracy
designers with emphasis on specific principles and elements • Design and draft visual
important to the creation of those designs. Students should closely representation of project
scrutinize/analyse the number of components/parts, shape and size, concept
colour and texture, and the type of material(s) infused in the item’s • Prepare/format working
design. Use electronic or online sources to conduct research on drawings
other designs. Create a typed report of designs founds in research, • Use digital drafting tools
including images as well as detail of the design elements used.
Decide on the type of material(s) they will use to construct the
Storage Device/Organizer. To justify their selection students will
create a multimedia presentation highlighting the specific benefits of
the material(s) selected based on the material's physical and chemical
properties.
Determine the shape, size, type and the number of items the Storage
device/ Organizer will store or display by developing a design
specification table of the project’s width, height, length, colour,
range/type of materials and capacity (to be done based on project
functionality/purpose).
Create design(s) of storage device or space organizer with emphasis
on how the items will be stored in a safe manner or organized for ease
of access by users.
determined by the students.

Students will:
Design and complete all drawings in two and three dimensional
formats utilizing both manual and digital methods to formulate or
conceptualize design (use of computer aided drafting and designing
software and hardware tools).
Represent sketches and drawings of their designs on plain uncoated
paper, grid sheet or digital templates with correct annotations to be
Executing
Make presentation to entire group to illustrate the design and design • Make an audio-visual Working drawings developed to specify
specifications focusing on how the design aids in the functionality presentation of project appropriate width, length, height and any other
and output efficiency of a product (digital/ manual; Audio/visual concept main dimensions critical for the project’s complete
presentations). • Collaborate effectively in construction
teams
Organize teams (if group work is done) to reflect different stages Project profile highlights key or main stages to
• Use target completion tools
of the production and marketing process to reflect the business complete the project and includes for example
and documents
and production environments. Create time sheets and inventory sketches, working drawings and design
• Design progress or
documents as well as set completion targets and deadlines (using specification sheet
production chart
digital or manual forms)
• Construct the proposed Storage Device or Space Organizer made within
Develop a process flow sheet/chart to organize the production plans project the prescribed time and according to the
and to track their future progress of work/tasks to signal coverage • Evaluate component’s specifications developed using a range of hand
of points of completion and outline the steps/stages and processes readiness and portable tools in a safe manner
that are necessary/required to create/construct a fully functional item • Research related/associated
holder/container. careers
Construct the project in an agreed time (set deadline) determined • Use electronic databases and
by both the teacher and students. Select the best tools (manual and other sources
portable) to be used at different stages of constructing the project • Apply finishing applications
relating to basic operations for: measuring and layout; cutting and • Observe safety rules in the
modifying; and application of finishes execution of tasks
Fit the component parts and check for accuracy before installation of
fasteners. Quality assurance team check for accuracy and efficiency
and reports to team leader and/or manager (using digital and manual
forms).
Discuss and probe the various career pathways that are aligned
and associated with the design and construction and fabrication of
materials industry guided by the teacher and use of electronic
databases or other online sources.

93
Evaluating
Critique work by conducting individual reflection and self- • Critique processes and make Rubric (checklists and/or Rating Scales) used to
evaluation. recommendations qualify students’ competence in using of hand tool
• Evaluate solution against and quality of work based set of pre-set criteria
Quality assurance team assess work and conduct presentations/team
original design agreed on by teacher and students
meetings to highlight areas of success/weakness.
• Analyse mounted projects
Mount or display completed projects in a designated area of the • Post comments
classroom/lab/school and perform peer group critiques based on • Conduct surveys
pre-established criteria with a view for students to suggest at least • Collaborate on assessment
one design change to improve the function or aesthetic merit of the
other individuals’/group project. Capture Image of projects, post to
class blog, allow students to post critiques and rate projects based on
a given rubric.
Management team analyse work and set prices and marketing plans.
Learning Outcomes
aConduct market research and product development exercises
aPrepare a business plan to chart proposals for entrepreneurial activities.
aPrepare estimates for completion of work with respect to cost, time and manpower needs.
aUnderstand that properties and characteristics of the sheet metal, fasteners and finishing material are critical to the functional design of a project.
aUnderstand that the properties of a material can be manipulated to improve effectiveness and efficiency as well as the quality of the product.
aAppreciate that design principles and function can improve the functionality of a project.
aIdentify and use basic hand and portable tools safely.
aUse sheet metalworking tools safely and efficiently.
aCarry out basic operational processes.
aRepresent designs on paper and digital platforms.
aDevelop basic two and three dimensional drafting skills.
aPerform basic estimates of quantities of material needed for completion of solution based on design specifications.
aRecognize the discrete stages in the construction of a project/product.
aConstruct/assemble solution to meet design criteria/specifications.
aBegin to make informed project assessment/evaluation.
aUse online and offline resources to investigate existing designs
aCollaborate online to critique projects
aCapture and upload images of projects.

• Market research conducted and business plan created to reflect • Investigate what are composite materials and how they are used in the small
the feasibility of developing a mini enterprise project. project construction, building and general construction fields.
• Mini Enterprise to be created to manufacture and market items. • Improve on the existing design of project.
• Student groups formed to deal with management and • Developing a care label and/or user manual for the project, based on the type
production in the Mini Enterprise. of material used and function of item.
• Determine the number of students to be engaged in the
activities (whether major task will be done individually or in
groups).
• Identify limitations with respect to size and overall capacity of
the project.
• Range and availability of resources to be used.
• Safety of students working with materials, tools and among
peers.
• Channelling/honing students’ creative ability in design tasks.
• Collaborative/peer group interactions among students.
• Students should be encouraged to practise safe behaviour
when using digital media or searching for information on the
internet.

Material for example: wood, plastic, glass, Hand and portable tools, Characteristics, Drafting, Two dimension/ three dimension, Properties, Physical,
Internet, Multimedia devices, Paper, CAD software, Computer, Books, Rivet, Solder, Business Plan, Market Research, Supervise Chemical, Software,
Adhesives and fasteners, Finishing materials, Personal protective clothing Adhesive, Modify, Finish, Finishes, Environment, Client, Manage

95
Mathematics :
A.T. 3 - Geometry
Visual Arts:
Science:
A.T. 1 – Communication and collaboration

NSC
TERM 3 - PROJECT 9.3: PERSONALIZED
CONCEPT CLOCKS

STEM INTEGRATION Storage Device or Space Organizer
Industrial Techniques STEM Mapping

Personalised Concept Clocks
Grade 9 – Term 3
SCIENCE Mathematics
• Types of currents Using pattern of templates
• The effects of resistance and voltage on current flow Subsets of a universal set
• Connect between electricity and magnetism Reflections and identifying images
• The importance of conserving of wildlife – Construction of: bisections, angles, triangles,
specifically plant life polygons
• Relationship between force and motion Read, interpret and construct pictographs, bar
charts, pie charts and line graphs
Design and producing
concept clock for Mini
Technology Enterprise
• Collecting and comparing a variety of interesting ‘E’ Design Process
clock designs Define problem by exploring the contexts within
which the problem exists
• Planning a series of tasks logically and sequentially
Generating ideas by examining the problem and
• Adhering safety guidelines important to the
desired solution
completion of the design
• Formulating audio-visual presentation of project Select solutions based on exploration of resources,
solution-concept clock efficiency, and cost among other factors
• Drafting of three dimensional sketches and working Test the solution by examining model, checking
drawings online sources, or analysing research findings
• Using hardware and software tools to conduct Provide/produce solution focusing on safety,
research accuracy and efficiency
• Measuring and laying out of work accurately Evaluate solution against the original/modified
• Calculating accurately materials, time and associated problem, plan or design
• Producing schematic diagrams of series or parallel Present results clearly and accurately using ICTs
circuit where necessary
• Modifying and applying appropriate finishes

99
PROJECT 9.3 PERSONALIZED CONCEPT CLOCKS 9 WEEKS (AT LEAST 1 HOUR PER WEEK)
Associaed Units
Unit 1 - Operating Power Equipment
Unit 3 - Sketch and Design
Unit 5 - Waste Management
Unit 6 - Resource Management

In the execution of this project students are expected to design and construct personalized concept clocks for display and use in any room in the home or an
office setting. The shape of the clock will be based upon an agreed theme or mood of your choice and can be made from any available material(s) in the local
environs. The clock mechanism will be provided through the mini-enterprise as one of the enterprise’s main production inputs. The clock can be designed to be
either free standing or fitted with an attachment so that it can be displayed hanging from a wall. The design of the clock should also accommodate a controlled
lighting feature with bulbs (LED) connected in a parallel circuit design. Students are expected to design and develop a prototype to be replicated or modified
for production in the mini-enterprise project.
About the Project

In the execution of this project students are expected to design and construct personalized concept clocks for display and use in any room in the home or an
office setting. The shape of the clock will be based upon an agreed theme or mood of your choice and can be made from any available material(s) in the local
environs. The clock mechanism will be provided through the mini-enterprise as one of the enterprise’s main production inputs. The clock can be designed to be
either free standing or fitted with an attachment so that it can be displayed hanging from a wall. The design of the clock should also accommodate a controlled
lighting feature with bulbs (LED) connected in a parallel circuit design. Students are expected to design and develop a prototype to be replicated or modified
for production in the mini-enterprise project.
It is also anticipated the students will be actively engaged in a range of diverse process in keeping with operating an efficient mini-enterprise project with
the express view/goal to make a determine return on the projects’ initial investment. While the main objective is the production clocks for resale in the
mini-enterprise project, students are expected to develop and refine their competencies in the following areas: representing visual ideas/concepts; producing
two and three dimensional designs whether manually or electronically; using tools and equipment to carry out a task or process more proficiently with a regard
for safety; installation and testing of a simple parallel circuit; identifying and managing a production cycle for producing small items such as the one produced
for a mini-enterprise; determining the feasibility and marketability of a product and the tenets of a good business plan. It is believed that the exposure that
students garner at this juncture will assist them in honing their creative, imaginative and collaborative skills as learners actively contemplate their career
aspirations whether as entrepreneurs, industrial professional or production managers through active and real world engagements.

PROJECT 9.3 PERSONALIZED CONCEPT CLOCKS
Range of Content
Students will develop key concepts and competencies in:
1. The importance of health and safety when working with resources.
2. Sketching and designing basic visual ideas
3. Modelling, Designing and Constructing a concept design (such as a personalized concept clock)
4. Creating three dimensional models and producing workings drawings
5. Producing Computer Aided Design/Drafting (optional)
6. Selecting resources for Construction and Forming
7. Using a range of hand tools and portable power tools correctly to execute specific operations
8. Introductory operations of power equipment
9. Processing various of Materials
10. The installation of Parallel Circuits
11. Testing simple electrical circuits
12. Operating of a Mini Enterprise
13. Developing a product to reflect a range of production objectives
14. Critically assessing factors necessary for planning and organizing phases of production
15. Entrepreneurial opportunities associated with the development of the project

101
• Materials and the properties that influence selection for use and processing
• Hand and portable power tools use in different work situation
• Design and construction principles in attaining prescribed objectives/targets
• The tenets of a good business plan
PROJECT 9.3: Design and Production of Personalized Concept Clocks

• Produce an original/germane plan to operate an entrepreneurial enterprise • Explain the principle of current flow
based on the industrial techniques competencies previously acquired and • Use the elements of design to produce/make 3D object
being honed • Use prescribe scales to reduce and enlarge an image or object
• Increase skills, knowledge and competence in the selection and utilization of • Interpret diagrammatic information on working drawing
materials, tools, techniques and processes • Demonstrate the accurate using of manual and CAD enabled tools to
produce various drawings
Strand 2: Method & Procedures • Define the term production
• Make informed decisions in order to identify and select materials, processes, • Outline the tenets/features of a business plan
tools and equipment best suited to produce the desired outputs for the • Define the term marketing
project • Identify production techniques used in the manufacturing process
• Discuss the role of technology and individuals in the development and • Model the roles of operatives in a business
production of personalized concept clock • Connect accurately to components of a series to produce a desire
Strand 3: Apply & Solution outcome
• Communicate/convey their ideas through gathering information, data and • Apply the standard principles of electricity to compute various
images necessary to plan and develop designs for the concept clocks electrical values
• Plan, design, construct and evaluate well-crafted personalize concept clocks o Calculate accurately the total voltage in a circuit
for a prescribed market o Calculate accurately the power in a circuit
o Calculate accurately the total resistance in a circuit
Strand 4: Career Pathway o Calculate accurately the total current in a circuit
• Demonstrate awareness of new and emerging career choices/occupations • Explain appropriate/accurate terminologies relating to electrical
regarding activities. measurements and quantities
• Explore career opportunities that are associated with the design and • Use electrical tools and measuring instruments safely
construction of the personalized concept clock. • Use drawing tools appropriately and safely
• Collaborate effectively in teams/groups and simulate real world work • Justify/assess the operating principles of a simple circuit solution
environments • Distinguish/differentiate between the components in a simple circuit
• Identify the main characteristics/considerations used to determine the
most suitable finishing material
• Explain how energy/motion can be transferred/manipulate using
different types of mechanical mechanisms

DIGITAL CITIZENSHIP - Recognise the ethical, social, cultural SCIENCE - Students will use scientific knowledge to select appropriate
and legal issues and implications surrounding the use of technology experimental methods. Understand the formation and importance of
and practice online safety and ethical behaviour minerals, rocks, and soils. Understand the importance of conserving forests
and wildlife.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND
DECISION MAKING - use appropriate digital tools and resources TECHNOLOGY - Students will develop an understanding of the role of society in
to plan and conduct research, aid critical thinking, manage the development and use of technology. Students will develop an understanding
projects, solve problems, and make informed decisions. of the role of troubleshooting, research and development, invention and
innovation, and experimentation in problem solving. Students will develop an
DESIGNING AND PRODUCING - use digital tools to design and understanding of and be able to select and use manufacturing technologies.
understanding of basic technology operations. MATHEMATICS - Students will use the correct units, tools and attributes to
estimate, compare and carry out the processes of measurement to given
degree of accuracy. Students will explore paths, geometric shapes and
space and make generalization about geometric relationships within the
environment.

103
Students will:
Planning
• Outline the major activities to be performed in the mini-enterprise
activities
• Organize the activities to be performed in the business under the
related departments
• Outline duties to be performed by each team member
• Prepare job description for each department
• Select team leaders/managers for each departments
• Construct an organizational chart to represent the business • Insert illustrations
structure, relationship and process flow. Use available software
tools to develop organisational chart.
• Select method of production
• Outline market and sales strategies
• Propose liquidation and closing down plan *to be introduced and
implemented as Mini-Enterprise experience evolves*
• Brainstorm for designs of the clocks by developing a cognitive • Probe a range of materials Design and formulate charts and tables that
charts (spider diagram) or attribute analysis by seeking answers to and design solutions adhere to and shows evidence of understanding of
the following questions: brainstorming and creative process principles
o Where will the product be used?
o Who will use the product or system?
o What materials will the product be made of? • Critically assess design needs
o How much money will it cost to make each product?
o Where will the resources come from to complete the product?
• Create a brainstorming chart to highlight areas of importance to • Insert illustrations
be included when designing the personalized concept clock the
product. Use a word processing or spread sheet software to create • Manipulate a word processor
chart.
Material Where will it Size Colour Access Budget • Create idea charts and boards
be used
• Organize work activities
sequentially and effectively
• Create an image board of the target market by using old • Compare and contrast design
magazines, promotion flyers and web page images solution

Students will:
• Collect and compare a variety of interesting clock designs, • Represent ideas visually
between 3 -5 then critique the designs of the clocks based on the
following factors: cost, user, aesthetics, size, environment and
materials
• Create a design needs table of specification, the table created • Plan a series of tasks logically Steps and guidelines developed shows evidence
should be based on the six factors identified in the previous and sequentially of understanding of concepts and production/
activity and comment on what ‘must’ and what ‘may’ be included process flow
when designing and constructing the clocks
• Develop a step by step outline (procedural map) of all the steps
required to complete the clock and replicated (copied), so that all
members of the production team will have knowledge and access
to this for reference when constructing each clock. Use available
software to outline steps and print a copy for the production team.
Designing
• Produce a list of safety guidelines to be observed, when using • Produce safety guidelines
hand tools and materials at varied stages of the project’s execution
and final evaluation.
• Analyse and decide on the final clock designs, by assessing the • Analyse and discuss critical Designs and working drawing created adhere
types of materials most available and suited for making the base features of a final design to the principles and elements of a quality good
frame and supports for the clocks which will house the clock technical drawing and drafting competencies
mechanism. Students should also be aware that the clock’s overall
design should include the necessary allowance or design
flexibility to include the configuration of a parallel circuit lighting
feature, which can be powered on/off as needed
• Produce 3D sketches and working drawings of final designs of the • Produce three dimensional
clock, using traditional and digitalize formats: sketches and working
o Isometric Drawings drawings
o Oblique Drawings • Use digital drawing tools
o Basics of Orthographic Projection Drawings on either plain • Use hardware and software
uncoated paper or on a digital platform Tools

105
Students will:
• Investigate/research the following methods/processes: • Investigate new processes Observation of students individually or in groups
o Vacuum Foaming as they critique and justify the concept for their
o Strip Heating design and complete drafting exercises
o CAD CAM • Create multimedia
each of which can be used to create base frames/templates for the presentation
specific products, in this particular case (the base frames/ • Present audio-visual
templates for the clocks. Student will be asked to produce a 12 information effectively
slide presentation using a multimedia presentation format of their • Use offline and online source
choice (use of offline/online resources is encouraged) to represent for gathering information
their findings
Executing
• Create templates or use a specific method to develop the required Observations indicate students’ competence in:
base frame for the concept clocks, this should be able to make • Using tools and equipment
several frames from the single template or mould • Practicing health, safety and environmental
o Measuring and layout processes • Measure and layout work protection habits
o Cutting and modifying processes accurately • Evaluating and modifying as work progresses
o Joining and fitting processes • Finishing given tasks to approved standards
• Decide and justify evidence for selecting the most suitable • Calculate accurately materials,
method for producing the base shape/frame for the clocks to be time and associated costs
used in the ‘Mini–Enterprise, based on the following factors:
o Type(s) of materials available for use
o Time needed to make each shape
o The ease of processes
o Ability to replicate processes with maximum accuracy and • Collaborate effectively in
efficiency teams
• Agree on an established procedure/method for decorating the • Select appropriate tools and
face of the clocks’ base shape/frame by: shaping, superimposing equipment
an image, or painting an image or design to the clock. The method
used should create an aesthetically pleasing image

Students will:
• Make the following design and production decisions after peer Design of schematic created adhere to the prin-
and group feedback and inputs: ciples and understanding of an electrical circuit
o Design a suitable method for mounting or providing support so • Use tools and equipment operation
that the clock will be able to stand securely when displayed
o Ensure that the batteries for the clock can be accessed from the
back of the clock
o The switch for powering on/off the light feature should be fitted • Execute accurately all
for ease of access processes
o Make a hole or incision in the frame of the clock to • Use schematic diagrams
accommodate the hands and clock mechanism which should
be securely attached/fixed to the back of the clock
• Design and produce a schematic diagram for the lighting feature
of the clock; the diagram must be correctly annotated with details
where necessary.
• Install the lighting feature of the clock using a parallel circuit • Install components to
design layout, this should be done in an efficient way to minimize specification
waste and should be discretely hidden so that wires are not easily
observed or accessible. Bulbs should be arranged in a manner that
highlights and add to the design features of the concept clock
• Preassemble all components and parts of the clock and test • Observe safety rules in the
functionality of related units: execution of tasks
o Main Shape/frame of the clock
o Hands of the clock
o Clock mechanism
o Lighting feature wiring • Modify processes and
o Lighting feature bulb arrangement and alignment practices
o Battery holder positioning
o Attachment or stand for mounting or displaying the clock
• Apply an appropriate finishing applications to the various • Apply appropriate finishes
components /parts where necessary using a recommended
application method for example whether through brushing or
spraying
• Assemble all components/parts with appropriate, fasteners,
adhesives and ironmongery fittings and fixtures for example
hinges and locks
• Prepare a plan to market all the items/products made for the ‘Mini- Outcome of research undertaken demonstrates
Enterprise’ in terms one and two with a view to recoup the initial understanding of careers in connection with
investment of capital used to start the company (Mini–Enterprise) project
107 NSC Resource and Technology: Grade 8

Students will:
• Conduct research in groups to investigate the different career • Conduct online research
paths associated with the different skill sets explored or task
performed during the mini-enterprise activities to determine how
these entrepreneurial type jobs impact people’s lively hoods and
sustainable economy returns in Jamaica and globally
Evaluating
• Display the prototype of the concept clock using an appropriate • Evaluate solution against
evaluating instrument design to record the target market response original or modified design
to the finished product
• Analyse the information and comments and make the minor • Analyse work done and
adjustments where necessary before the batch phase production modify as is necessary
for the mini-enterprise begins
• Design an instrument to record and report on the mini-enterprise’s • Chronologically document Records give evidences and proof of successful
performance based on a number of pre-established attainment findings and implementation of project
targets recommendations
• Document findings and recommendations for posterity in an • Critique processes and make
appropriate manner (whether on paper or digitize format) to be recommendations
used as a resource material for future Mini–Enterpriser. For
example photos, specification tables and work sheets and
drawings

Learning Outcomes
aSelect and use materials based on the functionality and versatility of the material
aManipulate materials to improve effectiveness and efficiency as well as the quality of the product.
aUse design principles and function to improve the functionality of a project.
aIdentify and use basic hand and portable tools safely.
aCarry out basic operational processes.
aRepresent designs on paper and digital platforms.
aDevelop two and three dimensional drafting tasks.
aPerform basic estimates of quantities of material needed for completion of solution based on design specifications.
aIdentify and develop steps for designing and constructing of a project/product.
aConstruct/assemble solution to meet design criteria/specifications/market needs.
aMake informed project assessment/evaluation decisions.
aDetermine a project and business viability based on cooperative assessment
aReport with confidence findings and recommendations based on empirical evidence
aUse software tools to aid presentation and express ideas
aConduct online and offline research

• Main tenants of the Business Plan and the objectives of the Mini- The development of skills and attitudes can be further augmented by the
Enterprise following:
• Number of students to be engaged in the activities (determine • Investigate the requirements of a patent and develop a patent for any unique
whether major tasks will be done individually or in groups designs created during this activity that could be refined for future
• Identify limitations in respect to size and overall capacity of the opportunities
project • Investigate the advantages and disadvantages of operating a small to
• Safety of students working with materials, tools and among peers medium size business
• Accurately recording and representing financial information • Field trip to the Jamaica Stock Exchange to get an understanding of that
entity’s role in assisting companies improve their viability
• Students should be encouraged to practise safe behaviour when
using digital media or searching for information on the internet.

Materials for example: wood, plastic, glass, Blank paper, Related hand/ Portable, Stationary, Production, Marketing, Advertise, Management,
portable tools, Computers, Drawing tables, Work table, Internet, LED bulbs, Coordinate, Mini-Enterprise, Isometric, Oblique, Perspective, Modelling
Wire, 30 watt Soldering Iron, 60/40 Soldering wire, Multimeter, Protective Feasibility, Modification, Innovative, Entrepreneur, Liquidation, Mechanism,
wares and gears, Fasteners and adhesives, Computer Aided design Vacuum, Cognitive, Attribute, Replicate, Access, Reference, Efficient, Aesthetic,
Software, And other materials, tools and equipment that maybe deeded Schematic, Emitting, Diode, Soldering, foam
necessary in executing specialized tasks and operations

109
Mathematics :
A.T. 3 - Geometry
Visual Arts:
Science:
Business Basics: A.T.’s -
Related to entrepreneurship and business plan development and implementation

NSC

GRADE 9 PROJECTS: BUSINESS BASICS

NSC
BUSINESS BASICS
GRADE 9: TERM 1
PROJECT 9.1: TYPES OF BUSINESS
OWNERSHIPS


UNIT 1 - UNIT 1 UNIT 1
Types of Business Ownerships Marketing Activities Operating the Business
• Reasons for establishing a business • Definition of terms: marketing, sales • Sourcing raw materials
• Types of business ownerships – sole promotion, advertising, distribution • Complete appropriate financial documents
proprietorship, partnership and private • Types and importance of sales promotion to purchase raw materials and supplies
limited company strategies used by business to promote • Establishing production procedures
• Features, formation and termination of sales • Developing strategies for organizational
business units production
• Types and importance of advertising
• Advantages and disadvantages of the • Producing/manufacturing/retail goods or
media used by businesses
types of business units (sole proprietorship, services
partnership and private limited company) • Factors determining the medium used by • Monitoring product quality
• Skills and qualification for careers in business businesses to advertise goods and • Promoting goods and services
operation services • Selling goods and services
• Channels for distributing goods and • Preparing financial documents to record
services credit sales (journal)
• Safety considerations associated with • Preparing periodic departmental reports
marketing goods and services
• Careers associated with the marketing,
health science, and weather are
applicable to future careers
UNIT 2 UNIT 2
Planning and Organizing for Production Evaluating and Liquidating Business
• Major departments in a business: • Definition of Terms: Evaluating and
production, sales, finance, administrative liquidating
services • Responsibilities of department for
• Duties performed in the various evaluating and liquidating
departments in a business • Financial records and other documents used
• Financial records maintained by a for evaluating and liquidating
business; order form, invoice, receipts, • Preparation of final departmental reports
cash book
• Preparation of annual reports
• Job descriptions, company charter
• Organizational charts for business to be • Calculating of dividends
operated • Disbursing dividends

113
STEM INTEGRATION Types of Business Ownerships

PROJECT 9.1 TYPES OF BUSINESS OWNERSHIPS 6 HOURS (12 X 30 MINUTES)
About the Project
In this project students will learn about

• three of the four types of business ownerships; namely sole proprietorship/sole trader, partnership and private limited company or corporation.
• features of each type of business ownership.
• advantages and disadvantages of each type of business ownership.
• the legal requirements for registering businesses
• documents prepared for registering a business
• Sources of financing for businesses
• key terms associated with establishing a business intellectual property such as registering trademarks, patents or copyrights.
• On completion of the project they should be able to select the appropriate type of business unit/ownership best suited for the business to be operated in
terms one or two.
• To select and implement management practices for a given situation
• To select and use correct resources to achieve positive business outcomes
Range of Content
Key concepts, skills and knowledge students will learn in this Project:
• Reasons for establishing a business
• Types of business ownership - sole proprietorship, partnership and private limited company
• Features, formation and termination of business units
• Advantages and disadvantages of the types of business units (sole proprietorship, partnership and private limited company)
• Skills and qualification for careers in business operation

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PROJECT 9.1 TYPES OF BUSINESS OWNERSHIPS 6 HOURS (12 X 30 MINUTES)
Students should be exposed to three of the four types of business ownership. A scenario should be developed to introduce the content for example an
individual has decided to establish a business but needs advice on the type of business that could be established or examples of business ownership in the
immediate community can be presented for discussion e.g. the owner of a grocery shop in the community, the dentist, commercial banks, a team of
professionals e.g. lawyers, doctors, architect, a large manufacturing company
Lessons should be developed to introduce each type of business organization with emphasis on the features or characteristics, formation, sources of raising
capital, documentation associated with each type of business and the advantages and disadvantages of each.
Where an interview is to be conducted an interview protocol should be developed to guide students in asking the appropriate questions of the interviewee.
The protocol should be developed with the assistance of the teacher. The three types of businesses being studied should be represented.
Guidelines for completing Project

For presentation of the project, students should be organized in three groups, each selecting one type of business and prepare a powerpoint presentation
outlining the legal requirements of establishing the type of business selected, sources from which capital can be identified, benefits, advantages and
disadvantages of the type of business selected. Students may select existing businesses in their immediate or wider community as practical examples and
discuss other legal or ethical requirements for operating the particular business e.g. local licences Completed samples of documents relevant to the specific
business should be included e.g. food handlers’ permit, spirit licence.

• main department in a business
• various types of business organizations operating in their communities
PROJECT 9.1: Types of Business Ownerships

• Brainstorm to determine the types of businesses that can be established to • Define the terms business, capital, liability, limited liability, unlimited
provide goods or services to satisfy consumer needs or wants liability, collateral, loan
• Discuss the reasons for starting a business
Strand 2: Method & Procedures • Identify three types of business ownerships
• Gather information on the requirements for establishing a business • Describe the features of each type of business ownership
• Identify the resources that are required to register businesses in Jamaica • Discuss the various sources of raising capital for each types of business
Strand 3: Apply & Solution ownership.
• Evaluate the options available to operate business • Calculate capital contribution of each partner from given scenario.
• Discuss the role of financial institutions as a source of capital
Strand 4: Career Pathway • Identify materials used to make money (coins and notes)
• Identify skills and qualifications associated with operating a business • Discuss the advantages and disadvantages of each type of business
ownership
• Outline the legal requirement for establishing each type of business
ownership
• Prepare the appropriate documents that are required in forming a
business
• Outline the procedures for the formation of each type of
business
• Suggest the factors which influence the choice of business
• Identify the basic skills and qualification required to operate a
business.
• Calculate the interest on a various sources of capital to determine the
‘best’ bargain.

117
COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - AT3 Energy and Matter – Grade 3 - Sort materials into groups
communicate ideas and information, and work collaboratively in a variety of ways and explain why some materials are suited to specific
to support individual needs and contribution to the learning of purposes.
others.
TECHNOLOGY - T&S STANDARDS 13 - Students will develop the abilities to
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND assess the impact of products and systems
to plan and conduct research, aid critical thinking, manage MATHEMATICS - AT1 Number Operation and Application – Grade 8 Solve
projects, solve problems, and make informed decisions. simple problems involving ratio and proportion
AT1 Number Operation and Application – Grade 5 Demonstrate an under-
DESIGNING AND PRODUCING - use digital tools to design and standing of financial institutions and their functions
DIGITAL CITIZENSHIP - Recognise the human, ethical, social,

cultural and legal issues and implications surrounding the use of
technology and practice online safety and ethical behaviour.

Students will:
Discuss case studies or scenario depicting forms of business • Read and interpret Types of business ownerships correctly defined
ownerships Critique business names to determine the type of information Explain
ownership e.g. Grace Kennedy Ltd., J & J Garage, Juici Patties meanings of terms
Conduct research online or read textbook to formulate definition of
types of business organizations
Listen to video or guest presentation or conduct interviews with • Conduct interview and Reasons for operating business, features of each
individuals who operate any type of business outlining the reasons for compile information type of business, sources of raising capital for each
operating business, , type of business operated , legal requirements type of business, advantages and disadvantages
for establishing the type of business, advantages and disadvantages
of operating the types of business.
In groups make an oral and written presentation outlining the key • Summarize information
characteristics of each type of business ownership
Use video/audio recording device to record oral presentation for class • Record using audio /video Correct definition for terms associated with types
playback recording device of businesses
• Research and define terms
Discuss key terms associated with each type of business and

formulate definitions e.g. liability, limited and unlimited liability,
collateral, capital, loan,
Collect brochures or visit website, conduct field trip (Companies of Browse and search and deduce Logical procedure for registering a business
Jamaica) and research the procedure for registering a business in appropriate for information
Jamaica.
Download or collect samples of appropriate forms required to • Complete forms with relevant Relevant forms with appropriate information
register business. information
In groups complete appropriate forms for registering a hypothetical Suitability/relevance of information on forms
business. Create forms using appropriate application software

119
Students will:
Discuss with a representative from financial institutions, read • Browse and search for Sources of raising capital
brochures, or access information from websites on the requirements information Document
Correction calculation of interest and capital
for accessing finance for business purposes as well as interest rates. finding
contribution.
Use the interest rates quoted/obtained to calculate the interest
Requirements for accessing loans listed.
payable on various capital amounts.
Given a capital amount calculate the proportion to be contributed by
each person given the ratio.
Research from textbooks, conduct interviews, browse on the internet
and identify other sources of raising capital.
Using quiz/debate or class discussion review the history and Researching for information Development of money
development of money.
Materials used to make coins and notes correctly
Conduct research on materials used to make money (notes and coins) identified
Organize a forum and make a power point presentation to a Plan and organize Appropriate type of business that can be oper-
simulated group of prospective business owners giving advice on the Present information in a logical ated for a specific product or service, documents
form of business organization to select. manner required for registering the named business,
Create a brochure that outlines the skill and qualifications that would Create and format document advantages and disadvantages
be required to operate businesses
Learning Outcomes
aKnow three types of business ownership
aUnderstand the procedure for setting up business
aKnow the documents used to register businesses
aAppreciate the contribution businesses make to a community
aState possible sources of capital for businesses
aDiscuss the characteristics of each type of business ownership

Three types of business organizations/units: Participate in co-curricular and community based activities to further refine
• Sole trader/sole proprietorship, partnership, private limited skills
company/corporations
• Lessons should be developed to focus on the following areas for
each type of business to be studied:
• Features/characteristics
• Sources of raising capital
• Legal requirements for establishment
• Documentation for registration
• Advantages and disadvantages
• Sources of capital
• Personal savings/assets, loans from financial institutions, family
members/friends, partners’ contributions, sale of shares/stocks
• Collateral – anything of value that is accepted by a financial
institution as surety/security against a loan.
• Shareholder – persons who contribution to capital in a company
by purchasing shares
• Partners – persons who contribute to the capital or time and
effort to the running of a business
• Stock/share – start-up capital that is divided among persons
who wish to become part-owners of a business
• Teacher should ensure that students practice online safety and
cite sources accurately

Case studies, panel discussions, resource persons, sample documents e.g. Business unit/organization, sole proprietorship/sole trader, partnership,
partnership deed, memorandum of association, textbooks, internet, audio- company/corporation,, partnership deed, liability, limited liability, unlimited
visual (PowerPoint) access to internet, presentation, liability, memorandum of association, articles of association, share/stock,
shareholder, partners, capital, loan, collateral

Language Arts: Grade 7; AT2 Reading: Strand 2 Reading for meaning and enjoyment
Grade 6: Early Entrepreneurs: Creativity and Innovation, Brainstorm to determine the types of business that can be operated

121
NSC
BUSINESS BASICS
GRADE 9: TERM 2
PROJECT 9.2: MARKETING ACTIVITIES

STEM INTEGRATION Marketing Activities

123
PROJECT 9.2 MARKETING ACTIVITIES 9 WEEKS (AT LEAST 1 HOUR PER WEEK)
About the Project

In this project students will explore the world of marketing by examining how companies promote themselves and their products through logos, product
advertisements, sales promotion and distribution. Students working in teams will have the experience of creating a company marketing plan for a product that
they have chosen and developed.
Range of Content
• Definition of terms marketing, sales promotion, advertising, distribution
• Types and importance of sales promotion strategies used by businesses to promote sales
• Types and importance of the popular forms of advertising media used by businesses
• Factors determining the medium used by businesses to advertise good or service
• Channels for distributing goods and services
• Safety considerations associated with marketing goods and services
• Careers associated with the marketing, health science, and weather applicable to future careers.
The project requires students to develop a portfolio which should be based on the business to be operated in term 3. The business name and logo created in
term 1 in the project conducting market research should be incorporated in this unit. The design process should be used in completing the portfolio.
The sample pack should contain various types of product such as foods, household product, school supplies etc.

• Identify some advertising and promotional strategies used by businesses
PROJECT 9.2: Types of Business Ownerships

Students will: Students will:
Strand 1: Creativity & Innovation • Define terms marketing , sales promotion, advertising, distribution,
• Brainstorm possible ways used by businesses to promote goods and services • Describe major marketing activities carried out by businesses
• Discuss creative strategies that businesses use to make consumers buy their (Advertising, Sales promotion)
products and services • Identify strategies used by businesses to promote sales
• Explain the four P’s of Marketing (product, pricing, promotion, and
Strand 2: Method & Procedures place) and how they are used in business and in society.
• Discuss the role of technology in promoting goods and services • Design a promotional strategies
• Use simple tools and equipment to create promotional strategies • Identify types of advertisements
Strand 3: Apply & Solution • Discus the main features of an advertisement
• Explain the steps necessary to create promotional strategies • Describe the various media used by businesses to advertise goods and
• Evaluate the effectiveness of the promotional strategies services.
• Differentiate between sales promotion and advertising
Strand 4: Career Pathway • Design an advertising campaign for a product or service to be sold
• Identify careers in the field of marketing • Identify two channels of distribution (Direct & Indirect)
• Observe rules and procedures of working within a group • Discuss safety considerations in marketing of goods and services.
• Utilize technological applications • Conduct market research to assess their last meal based on freshness,
nutritional value, and how the food was packaged.
• Discuss the environmental impact of improper disposal of packages
and wrappers.
• Identify some careers available in the field of marketing.

125
COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - AT3 Exploring science and the environment – Earth’s Resources -
communicate ideas and information, and work collaboratively Grade 3 - Recognize how some activities can harm the environment
to support individual needs and contribution to the learning of
others. TECHNOLOGY - T&S Standard 1 & 5- Student will develop an understanding
of the effects of technology on the environment.
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND Student will develop an understanding of the characteristics and scope of
DECISION MAKING - use appropriate digital tools and resources technology.
projects, solve problems, and make informed decisions. MATHEMATICS - AT5 Data Handling and Probability – Grade 5 - Discuss
the uses of tables and graphs; draw simple graphs and interpret data
DESIGNING AND PRODUCING - use digital tools to design and represented in these graphs.
understanding of basic technology operations. Discuss the uses of tables and graphs and solve related problems using data.

Project Implementation
Students will:
Collect clippings from magazines, catalogues, newspapers or listen to • Identify solutions Research Classification of activities
the radio, television or internet of various types of strategies that are for information
Research and presentation of findings
used by businesses to promote or advertise the goods or services • Explain special features
• Discuss differences Development of advertising campaign
Explain whether strategies selected are used to: persuade or
convince consumer to buy the goods or services, provide information
on the goods or services; and state the differences between both
In groups discuss the strategies and evaluate their effectiveness in
promoting and advertising strategies
Conduct a research online or from textbooks to determine the various
ways businesses promote or advertise their products or services
Conduct research on the internet or from textbooks and correctly • Conduct research on the Conduct research on the internet or from text-
define each term associated with marketing (advertising, sales internet or from textbooks books to develop a glossary of marketing terms
promotion, marketing, target market) and correctly define
marketing terms
Use suitable/appropriate software tools or pen and paper to design • Create design using selected Advertisement with relevant information e.g.
the following: an appropriate promotional strategy to boost the tools name, ingredients, availability, price, function
sale of an existing product or service or an advertisement for a new Promotional strategy that will persuade or
product or service convince the consumer
Students select a product they buy frequently; students will identify • Identifying 4P’s of marketing Developing a marketing mix
the target market and the marketing mix. Students will then create
their own products, identify the target audience and develop the
components of a successful marketing mix.
Listen to recordings of jingles or slogans used by businesses to • Evaluate effectiveness Jingle/slogan that has a tag line and grabs atten-
promote and advertise, discuss each and state how effective each is in • Create or design jingle/ tion of the consumer.
promoting or advertising the product or service; How do they affect slogan
the consumer’s thoughts and the choices they make?
Classify the recording into various form of advertising (informative,
persuasive, and competitive).
In group develop a jingle/slogan for an existing or selected product
or service.

127
Students will:
Show students the sample product pack e.g. cereal packet, drinks • Create or design tally chart, Graphs and chart constructed
carton, confectionery, Instruct students to write down the most pie chart and bar graph
significant features about the product. What value did the packaging
add? Is that packaging recyclable? What do you think will happen to
the packaging that was thrown away? Invite the students to share
what they have written. Discuss:
• Did members of the class eat more processed food or food made
from fresh ingredients?
• How healthy do students think the meal was?
• Why did students choose to eat the food that they did?
• How do our systems for obtaining food affect our choices about
what we eat?
• What types of food had the most packaging?-
• What happened to the packaging when the meal was over?
• How is the environment impacted by the package?
Students will construct a tally chart of the responses. Then use the
tally chart to construct pie chart and bar graph to represent the infor-
mation.
View video of company conducting market research. Using the • Thinking & Reasoning Using market research to design strategies to
examples in the video students should design a way of inviting Communication boost sale
people to a new restaurant (place) or to buy a commodity (product). • Designing promotional
Promotional activities designed
They can use coupons, displays, contests, samples, etc. They should activities
describe how they would use the idea to promote new items.

Students will: Portfolio containing appropriately designed
Use a suitable software drawing tool to design an advertising and • Identify solution to problem business name and logo, promotional strategies
promotion campaign for the product or service to be sold in the • Identify resources, and advertising campaign designed to promote
business to be operated. Create a portfolio which should include the: • Plan and organize strategies, the good or service appropriate for selected media
product or service target market, relevant information about product • Design solution
or service strategy to promote or advertise ( brochure, flyer, jingle/ • Evaluate the effectiveness of
slogan, competition media to be used to promote and advertise. the solution
• Create design using selected
Create sales promotion materials, including slogans, brochures,
tool
catalogue, (One-page colourful flyer or brochure with graphics)
Incorporate business name and logo through the use of various forms
of technology.
Use computer drawing tools or another art program to design a
company logo.
Learning Outcomes
a Know the methods used by businesses to promote goods and services
a Demonstrate skills in designing promotional strategies
a Know the difference between an advertisement and promotion
a Create designs using selected tools

129
Marketing is the process of informing the consumer of the value of Participate in co-curricular and community based activities to further develop
a product or service and refine skills.
Advertising is a message which promotes ideas, goods or services
communicated through one or more media by a sponsor which can
take a form of television, radio, magazines, newspaper, and internet
placements. Its goal is not only to increase in sales in a short to mid-
term but also to strengthen the brand image of the company and
its products and services to develop long term sales and consumer
loyalty.
Promotion is a short term strategy to encourage purchase of goods
or services. The main objective of doing promotion is to build the
sales in the short term.
Promotional strategies include giving free samples, special events
or offers, providing discounts or coupons, BOGOF, Price promotion,
games and competition, public relations, free samples, coupons,
customer loyalty scheme, exhibitions and trade fairs)
Features of advertising: introduce new products on the market,
to increase demand for a good or service, inform and remind
customers about the product, persuade and build customer loyalty.
Media used to advertise goods and services (Flyers, brochures,
catalogue) electronic media (TV, Radio, Websites, telemarketing),
Print media (newspaper, magazines), billboard advertising
Careers in marketing e.g.
Sales Representatives to face to face/telemarketing sales. Takes
order for goods and services. Conduct research to identify the
types of advertising
Ask parents and family members if they have ever participated in
sales promotion activities used by businesses. Find out if they have
ever won a contest.
Marketing Manager( develop the marketing campaign for the
business.
Sales Clerk responsible for selling the product to the customer.
Merchandisers (persons who display the business products in
supermarkets

multimedia projector, laptop, samples pack (various consumer marketing, sales promotion, advertising, recording device, electronic media,
products), video presentation, pictures, magazines, newspaper, internet print media, brochures, flyers, jingle, slogan, consumers, Sales Representative,
access, website, catalogue, case study, drawing software Sales Clerk, Marketing Manager, Merchandiser, career
Link with ICT Grade 8 Attainment target 2 Designing & Producing Technology Operations and Concepts Creativity and Innovation Link to Visual Arts
Grade 6 Attainment Target 2 Plan and Design
Link to Civics Grade 9 attainment Target3 Demonstrate an awareness of individual and collective rights and attendant responsibilities
Link to Language Arts Grade 9 Attainment Target 3 Strand 1 Communication

131
NSC
BUSINESS BASICS
GRADE 9: TERM 2
PROJECT 9.3: PLANNING AND ORGANIZING
FOR PRODUCTION

STEM INTEGRATION Planning and Organizing for Production

133
PROJECT 9.3 PLANNING AND ORGANIZING FOR PRODUCTION 4 HOURS ( 8 X 30 MINUTES)
About the Project

In this unit students will be engaged in planning and organizing a business that will meet customers’ preferences. They will plan and organize activities to
implement the business idea/s conceptualized.. They will develop an understanding of how business activities are organized in specific departments and
outline those responsibilities that will be performed in the business to be operated. Students will also understand that departments in an organization must
interact to achieve the goals of the business. The specific duties to be performed by the employees in the selected business will be outlined in job descriptions
that will be prepared by the students. Students will construct an organizational chart to represent the business structure.
The unit is also designed to help students assess their personal skills, interests and values and explore career opportunities
Range of Content
• Major departments in a business; production, sales, finance, administrative services
• Duties performed in the various departments in a business
• Financial records maintained by a business; order form, invoice, receipts cash book
• Job descriptions, company charter
• Organizational chart for business to be operated
If your school operates a Junior Achievement Club, you may consult the literature or collaborate with the coordinator of the Junior Achievement Club in your
school to obtain valuable information that can assist in planning and organizing the business to be operated.
The most appropriate type of business to operate would be a company as it would be easy to raise the capital needed to start the business and also encourages
participation of a large class. However, if the class size is twenty (20) and under, a partnership can be established. A partnership deed would have to be devel-
oped to guide the roles and responsibilities of the partners and the sharing of profit and loss.
Where a company are to be operated students should be asked to sell shares and the following information should be provided to potential investors: Explain
that they are selling shares in a company which will be run and liquidated by students in the school.
Cost or value of each share
Explain that profit is not guaranteed, but investors will recoup their investment and dividends Each member (student) must be encouraged to purchase stock/
share in the business
A Job Application should be designed and distributed to each student. Allow students to complete applications and indicate the department they would like
to work in. Each student should be assigned to work in a department. Team leaders/managers should be elected to represent and lead each department. An
election should be held to identify the leaders for the business for example executive director, heads of the various department.

• Some of the major departments in a business
• Job titles associated with tasks to be performed in the specific business.
PROJECT 9.3: Planning and Organizing the Business

• Explore the different approaches to setting up a business • Outline the major activities to be performed in the business activities
• Organize the activities to be performed in the business under the
Strand 2: Method & Procedures related departments
• Create simple design to represent the structure of the business to be • Select the appropriate records to be maintained during the period of
operated operation of a business
• Gather information to plan and organize business operations • identify functional areas of a business: finance, accounting,
production, sales, marketing, administrative
• Outline the departments of each functional areas in business
Strand 3: Apply & Solution
• Define terms associated with business operations: organization chart,
• Explain the steps necessary to develop documents to be used in the
job description, task sheet, finance, accounting, production, sales,
formation of a business
marketing, administrative
• Create a visual representation of a business by constructing an organizational
• Prepare job descriptions for post within the operational departments
chart
in a business
• Vote to select team leaders/managers for each departments
Strand 4: Career Pathway • Develop documents required for the formation of a company
• Discuss jobs/careers that are related to the business to be operated Memorandum of Association and Articles of Association
• Compile a list of personal attributes necessary for the job related tasks • Construct an organizational chart to represent the business structure,
relationship and ranks
• Prepare a budget for the business to be operated
• Sell stocks to raise initial (start-up) capital
• Convert Currency from one denomination to another
• Prepare and distribute share certificates
• Discuss the sources from which energy will be generated to operate
the business.

135
COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - Energy and Forces - Grade 5 - Be aware of energy forms, their
communicate ideas and information, and work collaboratively sources, and how heat is transferred
to support individual needs and contribution to the learning of
others.
TECHNOLOGY - T&S Standard 1 & 5 - Student will develop an understanding
RESEARCH, CRITICAL THINKING, PROBLEM SOLVING AND of the effects of technology on the environment.
projects, solve problems, and make informed decisions. MATHEMATICS - AT1 Number Operations and Application – Grade 7 Identify
‘best buys’ and bargains by creating budgets
DESIGNING AND PRODUCING - use digital tools to design and Convert Jamaican dollars to other currencies and vice versa
DIGITAL CITIZENSHIP - Recognise the human, ethical, social,

cultural and legal issues and implications surrounding the use of

Students will: List the functional areas in business
Discuss a scenario of a prospective business owner who is unaware of • Discuss problem and
how to organize the operations of a business and conduct research recommend solution
online or use textbooks to determine the activities required to set up • Identify and organize job
business operations functions
Discuss the operations performed within the school, or listen to a

recorded presentation from a business owner to identify the main
departments of his/her business,
Make a list of the main departments and sub-departments into which

the business should be divided
Conduct a research online or offline or interview business owners to • Plan and organize activities Identify business activities correctly aligned to the
determine the major activities conducted by a business. appropriately relevant departments
From research make a list all the activities that would be performed in
the business to be operated
Re-organize related activities and identify the appropriate
departments that would perform the activities
Conduct a research online or offline or interview business owners to • Researching, listing and Log of energy use and energy conservation
determine sources of energy used in business. Students will complete organising information mechanism identified
a log of energy use in business and make a list of ways to conserve
energy
Identify the job functions that employees would perform in each • Discuss tasks and develop job descriptions for relevant departments
department related documents
Complete peer assessment sheet
• Assess personal skills,
Prepare job description for employees/operatives within the business
interest, abilities, attitudes
to be operated
• Peer assessment sheet
Select departments they would like to work in based on their created
interest, competencies and knowledge of the various job functions to
be performed
Analyze competencies of their peers and select team leaders
supervisors/managers in a transparent and democratic manner

137
Students will:
Select the appropriate records that will be maintained by each • Anlayze information on Appropriate records
department documents,
Create or download sample copies of records that will be utilized by
business to record transactions e.g. receipts, order form
Compile a task sheet template, listing the tasks to be performed, • Plan, organize, classify, Task sheet completed with activities to be per-
employees who will complete tasks and deadlines for the completion formed correctly sequenced
of tasks
View and discuss a sample of school’s organizational chart to gain • Discuss and interpret Organizational chart correctly outlining depart-
first-hand knowledge and an understanding of the structure of a structure (chart) ments, relationships and ranks of the business to
business. • Create/design structure be operated
Use and appropriate application software or computer drawing
tools to construct an organizational chart to represent the business
structure, working relationships and ranks based on the business to
be established
Critique samples of a Company Charter or Articles of Incorporation • Critique document Components relevant to an articles of incorpora-
from internet sources or from textbooks, or a company then develop • Create and format document tion of company charter
one for the business to be operated using an appropriate software for
this activity
Use suitable software to create/prepare a budget to record expenses • Calculate expenses and Listings of expenses and projected income
and projected income to be incurred during the operation of the income
business, • Create and format document
Calculate the start-up capital to operate the business • Calculate amounts Create/ Calculation to determine start-up capital in a
design document private company
Contribute to start-up capital by purchasing shares (company) or
• Conversion of currency • Cost of each share
contribute to capital (partnership)
• Selling price for one unit/share
Download from internet sources or design sample of share certificates Share certificate appropriately designed to
Issue share certificate to verify amount of shares sold and bought indicate: No. of shares bought, date, name of
Convert the sum received to start the business from Jamaican shareholderConvert currencies from one
Currency to U.S currency denomination to another
Optional: Draw-up guidelines to govern the sharing of profit (if a Partnership Deed outlining how profit and loss will
partnership) business is formed be dealt with

Learning Outcomes
a Understand the operations of business
a Select the appropriate documentation to govern the operations of a business Understand the basic responsibilities of the management of a business
Identify the appropriate sources to raise start-up capital
a Demonstrate competencies required to operate a business Understand the importance of an organizational chart Know how to invest their money
a Be aware of the procedure to create documents using suitable software

Major departments of a business are: Students can be asked to:
• find out from family members and friends about the job functions that they
Production department – manufactures the product to be sold,
perform in the various departments to which they are employed in a
Finance – prepare financial records, calculates profit and loss, business and the job title for persons who are employed in the respective
prepares payroll departments
Sales/marketing – promotes, advertises and sells the goods or • read up on the role the Jamaica Stock Exchange
services produced by a business
Administrative services – manages the communication process
between clients/customers and the business, distribute stock
certificates
Job description – an official written description of the
responsibilities and requirements of a specific job to be performed
by an employee
Organizational Chart – diagrammatical representation of a
business outlining the job functions, relationships and ranks
Task sheet highlights all the activities to be performed during
business operation and the timeline; to ensure that the business
meets its goals
Capital can be acquired from the following sources: selling of stocks/
shares and loans
Calculating Cost of each Stock/Share
Start-up capital is divided by the number of members in the busi-
ness to arrive at the cost of each stock or share
Shareholder - a person who contributes to the start-up capital by
purchasing stocks or shares in a business
Teacher should ensure that students practice online safety

139
Resource personnel, case study/scenario, Computer to design /prepare departments, finance, accounting, production, sales, marketing, organizational
organizational chart, sample job description, task sheet template, strips chart, job description, administrative, careers, expenditure/expenses revenue/
of paper to be used as ballots income, start-up capital, shares

Mathematics: AT 2, Grades 1-3 Number Operation and Application
Language Arts: AT 2: Reading for information; AT3: Writing; Strand 1; Communication-Grades 7-9 Use deduction and inference to interpret information
and to predict outcomes
Visual Arts: AT1 Grade 3 Create and Develop

NSC
BUSINESS BASICS
GRADE 9: TERM 3
PROJECT 9.4: OPERATING THE BUSINESS

STEM INTEGRATION Operating the Business

143
PROJECT 9.4 OPERATING THE BUSINESS 8 HOURS ( 16 X 30 MINUTES)
About the Project

This unit is designed to give students hands on experience of operating a business. They will implement the company’s business plan and will perform the
following activities:
• Initiate purchasing materials for production
• Produce and sell the product or service
• Complete records needed for company operations
• Utilize technological applications in ‘real world’ situations
• Identify sales order forms and product sales process
• Promote the product or service
• Utilize their interest, abilities and strengths to operate the business
• Explore rules they would like to pursue as adults
Range of Content
• Sourcing raw materials for production
• Completing appropriate financial documents to purchase raw materials and supplies
• Establishing production procedures
• Developing strategies for organizational production
• Producing/manufacturing/retail goods or services
• Monitoring product quality
• Promoting goods and services
• Selling goods and services
• Preparing financial documents to record credit sales (journal)
• Preparing periodic departmental reports

If the business will be engaged in the resale of goods, production will not be necessary. The production department should work closely with the finance
department to initiate purchases of the necessary materials. The appropriate documents should be completed to indicate the quantity to be purchased and
orders should be placed in a timely manner. Where a product is to be manufactured for sale preparatory work should be done prior to production. Activities
could include the following:
• Planning and designing the product
• Designing and preparing area for production e.g. plot
• Creating a prototype of the product or service and at an affordable cost. The purpose of a prototype is to flesh out the concept and create a tangible
version of the product or service to be produced. This should be done if the focus of the operation is on areas such as food, fashion, and furniture.
owever, it may not be possible to do prototypes for certain types of services, technology, creative arts, and entertainment,
• Drafting pattern
• Identifying raw materials to produce
• Planning menu
The Production Department should ensure that the guidelines for specific areas of the production process are adhered to.
Safety Guidelines
An effective safety programme should be implemented to ensure high productivity, quality and safety of workers/students. Ensure the following:
• Personal Protective Equipment or safety gear is worn during production
• Tools and equipment are safe for use and in good working conditions
• Proper storage for harmful chemicals and tools
• First Aid kit is available
• Students/workers are aware of safety procedures
• Procedure for recording incidents is known by all
Production Standards
The production process should be guided by the production goals, quality control procedures, safety plans and schedules that were developed in the Busi-
ness Plan. The production record should be maintained and the progressed monitored.
Quality Control
Control checks should take place regularly to ensure that products are of high quality

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Labelling
Goods produced should be attractively packaged and labelled. The following should be identified on the packaging; name of product, manufacturer’s details,
ingredients listed in descending order and expiry date where necessary.
Sales Activities
All students/workers should be involved in the sale of products or services. An agreed commission can be awarded to each student at the end of business
operation
A simulation exercise should be conducted to ensure that students acquire the appropriate customer service skills prior to the sale of products of services

Check that students are aware of:
• Functions performed in the various departments in a business
• Skills required to manufacture product/service
• Strategies used by businesses to promote goods/services
PROJECT 9.4: Operating the Business

• Describe the process involved in creating product or service to satisfy wants • write up the relevant documents to purchase raw materials
or needs • Convert the unit price and quantity of raw materials
• Evaluate product or service for functionality, proportion, appearance, • Calculate total cost and total quantity of raw materials
strength, purpose • procure raw materials and supplies for production
• organize production procedures
Strand 2: Method & Procedures • Identify materials to be used in the manufacturing of a product
• Identify appropriate resources to produce goods or services • Discuss that materials are suitable for making a particular object
• Use simple tools and equipment to execute specified tasks because of their properties.
• Demonstrate awareness of the safe and hygienic use of tools and equipment • manufacture product or design service to be offered
Strand 3: Apply & Solution • practise safety in the use of tools and equipment
• Follow instructions to manufacture product according to specification • promote /service product or prototype
• Evaluate product outcome against the given design • label and package product/service
• Prepare relevant financial records used in business transactions • display and sell product/service
• prepare the relevant financial records used for sales transactions
Strand 4: Career Pathway • prepare periodic performance reports
• Observe rules and procedures of working in a group
• Utilize technological applications during production
STEM ATTAINMENT TARGETS:

SCIENCE - Attainment Target 3: Energy and Matter – Nature of Materials Grade 5: Know that materials can exist as solid, liquid or gas, and explore how materials
change when they are heated and cooled (cooking, freezing ice etc.)
TECHNOLOGY - T&S Standard 1 & 5 - Student will develop an understanding of the effects of technology on the environment.
MATHEMATICS - AT1 Number Operations and Application – Grade 7: Identify ‘best buys’ and bargains by creating budgets, Compute the total price given
quantity and unit price Compute unit price given the quantity and total price Compute quantity given the total price and the unit price

147
Students will:
Prepare the relevant financial records to procure raw materials for • Write up documents Students knowledge of how to write up order form
production of good or service e.g. order form • Interpret information on
Role-play the purchase of raw materials and
documents
Purchase raw materials and supplies supplies
• Perform purchasing function
Complete purchase order to show unit cost, quantity and total cost of • Calculating and recording Purchase order completed showing unit cost,
raw material. information quantity and total cost
Conduct research using online or off sources to explain the properties • Researching and recording
of solids and liquids. Determine the key facts, such as solids keep their
shape whereas liquids flow to fill containers.
Conform to the specifications for creating product and manufacture • Design and manufacture Demonstration of required skills to manufacture
accordingly product product
Adhere to safe and hygienic use of tools and equipment during Students awareness of safe and hygienic use of
production of goods and services tools and equipment
Or
Ask students to design a product to keep off the rain, students will
identify the materials they could use, or not use and why.
Package and label product appropriately • Design and label package Students understanding of how to package
product (labelling, ingredients in descending
order of quantity, contact no. address)
Utilize the appropriate promotional strategy to make customers • Utilize promotional strategy Appropriate promotional strategies selected and
aware of product utilised
Role play role of customer and salesperson to demonstrate under- • Sell product/service Professional appearance, greeting and tone
standing of the sales process demonstrate good customer
service
Sell product or service in agreed designated location or choose the
appropriate channel to sell product or service
Prepare sales chart to encourage competitiveness
Maintain appropriate financial documents to record receipt of money • Calculate amounts Appropriate financial documents correctly com-
collected (receipt) or for credit sales (journal) • Record information pleted
accurately

Students will:
Use a checklist to review the activities of departments to which they • Evaluate performance Report outlining performance of departments
are assigned • Summarize activities
• Produce report
Collaborate with the team leader, head of each department
prepare periodic performance report. Use an appropriate application
software
Learning Outcomes
a Know how to relate to colleagues and superiors/supervisors
a Develop standard work ethics
a Appreciate the value of work
a Understand the value of each as it relates to the entire organization
a Understand the value of time
a Identify some careers in business
a Practise good customer service skills

An order form must be completed to indicate the name of the Students could be encouraged to:
supplier, purchaser, date, amount and description of goods to be • Conduct a research online or visit an industry to observe the production
purchased process e.g. factory, farm
• visit retail outlets to observe effective techniques used by sales clerk
Money received for payment of goods must be documented on a
• consult relatives or friends who work in various departments of a business
receipt
engaged in the production of goods or services and discuss the activities that
Sales journal should record goods/products credited must be performed to meet production deadlines

As required to manufacture of specific products, Internet sources to procure, raw materials, supplies, production, manufacture, retail, sales, label,
retrieve sample financial records, appropriate packaging materials, package, receipt,
computer, pens, pencils to prepare labels for products

Visual Arts: AT2: Plan and Design
Civics: AT3: Develop the capacity to interact respectfully and positively
Mathematics: AT3 Writing: Strand 1 Communication; Grade 7: Write a wide range of texts on paper and on screen for different purposes
Drama; AT2: Expressing and Enacting; use the process of drama to generate ideas and perception

149
NSC
BUSINESS BASICS
GRADE 9: TERM 3
PROJECT 9.5: EVALUATING AND LIQUIDATING
BUSINESS

STEM INTEGRATION Evaluating and Liquidating Business

151
PROJECT 9.5 EVALUATING AND LIQUIDATING BUSINESS 3 HOURS (6 X 30 MINUTES)
About the Project

In this unit students will finalize production, assess excess inventory and prepare for evaluation and liquidation of company. They will identify and evaluate
production and prepare liquidation forms and records for the final report
Range of Content
• Definition of terms evaluating and liquidating
• Responsibilities of departments for evaluation and liquidation
• Financial Records and other documents used for evaluating and liquidating
• Preparation of final departmental reports
• Preparation of annual reports
• Calculating of dividends
• Disbursing dividends
Each student should play a vital role in the business liquidation process. The exercise is a simulation and the business must liquidate to exist the market. Each
department is responsible for completing specified liquidation forms and completing the annual report. If production is still taking place, the activity should
cease. Products/services available should be sold at a reduced price close to the liquidation period to encourage additional sales. Unsold items should be
regarded as a loss. Attendance records should be presented so that employees can be paid for the period of operation.

• Identify goals of the business
• Components of a business plan
PROJECT 9.5: Liquidating and Evaluating Business

Students will: Students will:
Strand 1: Creativity & Innovation • prepare departmental reports to evaluate the performance of the
• Use expressive language to the explain the performance of the business business for the period of operation
operated • prepare a financial analysis to compare budgeted amount with actual
expenditure
Strand 2: Method & Procedures • discuss the challenges experienced during operation of business
• Critique product or service to determine its effectiveness in meeting • complete an evaluation checklist to assess performance of business
consumer preference • make recommendations to improve the performance of business
• Identify resources required to prepare business documents • prepare a cash book to calculate profit earned by the business
• make repayments for loans/capital
Strand 3: Apply & Solution
• share profit/dividend among partners or shareholders
• Evaluate the outcome of good or service to meet consumers’ needs
• Select appropriate materials, tools and equipment to calculate earnings
Strand 4: Career Pathway

• Develop appropriate work habits and routines
• Identify skills that are required by different careers

COMMUNICATION AND COLLABORATION - Use technology to SCIENCE - Exploring Science & the Environment - Earth’s Resources - Grade 6:
communicate ideas and information, and work collaboratively Be aware of some key environmental problems and how to mitigate them
to support individual needs and contribution to the learning of (climate change, solid waste disposal, soil degradation).
others.
DESIGNING AND PRODUCING - use digital tools to design and TECHNOLOGY - T&S Standard 1 & 5 - Student will develop an understanding
develop creative products to demonstrate their learning and of the effects of technology on the environment.
DIGITAL CITIZENSHIP - Recognise the human, ethical, social, MATHEMATICS - AT1 Number Operations and Application – Grade 7:
cultural and legal issues and implications surrounding the use of Calculate profit and loss in monetary and percentage terms

153
Students will:
Compile a report outlining the overall performance of the business • Evaluate performance and Performance of business e.g. challenges
for the various departments of the business for the period of prepare report experienced, amount of money earned and spent
operation. Reports should indicate whether goals set were achieved • create and format document
Use appropriate word processing software to compile report
Use appropriate financial records to prepare a financial analysis of • interpret information Cash Book, Income and Expenditure A/C showing
performance of the business to compare budgeted expenses and calculate income earned and expenses incurred
revenue with actual earning and spending. • create and format document
Use appropriate spread sheet software to compile financial report.
In each group representing departments complete a performance • Conduct assessment Components of performance evaluation checklist
evaluation checklist of the business for the period of operation • Make recommendations e.g. production department – no of products
produced, no. rejected.
Analyse performance checklist , identifying the challenges
Make recommendations to improve performance of the business
Prepare a Cash Book to record the income, expenditure and identify • Do calculation Two column cash book recording
profit for the period in which the business was operated • Write up record accurately income, expense, date
Calculate dividends or profit to be distributed among the • Calculate and distribute Accurate calculation of Shareholder dividend
shareholders or partners in the business. dividends
Dissolve business by distributing dividend or profit and reimburse • Share dividends

capital invested by each student

Learning Outcomes
a Know how to implement a business plan
a Assess the performance of a business
a Know the procedure for calculating profit or loss
a Know the procedure for liquidating a business

Financial Analysis should include the appropriate columns: item, Students could be asked to:
amount budgeted, actual amount spent and variance Visit public limited companies and read their annual reports which are
displayed to observe the presentation
Business Performance checklist should include the following
questions: OR
• Was the product or service beneficial to the consumer?
Develop a personal action plan to strategize their own entrepreneurial venture.
• Was the good correctly priced?
They could respond to the following questions:
• Was the channel for selling goods accessible to customers Were
• What do I really like to do? What am I really good at doing?
the goals of the departments met?
• What market do I see?
• Was the business profitable
• What are some of the challenges experienced? Students can also identify the most promising market/product winner; the one
that they are most excited about and answer the following questions
Procedure for disbursing Profit: Profit or dividend to be paid should
• What actions will I take to identify the necessary financial resources
be determined by the type of business which was operated
• What actions will I take to identify and market to potential customers
If a partnership was operated, the Partnership Deed should outline
the procedure for sharing profit or loss
If a company was operated, students should be reimbursed the
start- up capital first. Profit made on the start-up capital should be
divided by the number of students who invested in the business to
determine each dividend
NB Wages/salaries agreed on should be paid

Sample performance checklist, Junior Achievement Manual, source Financial analysis, dividend, profit, loss, income, expenditure, reimburse
documents e.g. receipts, computer, Internet

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Language Arts: AT3: Writing: Communication: Grade 7-9: Write a wide range of texts on paper and screen for different purposes
Mathematics: AT2 Number Operation and Application: Strand: Number: Grades 7-9: use basic operations, number relationships, patters, numbers, facts
calculators and software to compute and estimate in order to solve real world problems
Social Studies: AT2: Diversity, Sustainability and Interdependence; Grade 2: Recognize the needs and the relationship between earning a living and
satisfying these needs

NSC

GRADES 9: APPENDICES
SUBJECT GLOSSARY
Technology Means by which knowledge, tools, equipment and materials are creatively utilized to solve practical
problems
Module A component or portion of the subject which can be taught independently of the other components,
but is an integral part of the whole subject
Resource The means or material available to solve a problem
Design Process A strategy that is utilized to solve a problem or meet a need
Skill Specific ways and means of using knowledge, tools and materials – things learnt to do
Knowledge Theoretical and practical understanding of what was taught – new things learnt
Attitudes Positive behaviours that are displayed e.g. following instructions, working harmoniously with others
System A set of related parts which work together to accomplish some purpose
Student’s Log An on-going self-assessment record of student’s own experiences while working through the
subject
Aesthetics Area of design concerned with how a product looks. Also concerned with making products look at-
tractive
Prototype An accurate, detailed, working model of a product, showing what the design will look like and some-
times, how it will work
Advertising The action of calling something (product, service, etc.,) to the attention of the public in order to in-
duce people to buy
or use it.
Assets Assets are the economic resource (tangible or intangible) owned by the business

Business An organization or economic system where goods and services are exchanged for one another or
for money.
Capital Money used to start a business
Cash Book A book in which receipts and payments of money are recorded.
Company A legal entity formed and organized to carry on a business. Types of companies include sole
proprietorship, partnership, limited liability, corporation, and public limited company.
Customer A person who buys goods or services from a business.
Department Specialized functional area within an organization or a division, such as accounting, marketing,
planning.
Distribution Is the process of making a product or service available for the consumer.
Dividend Is a payment made by a company to its shareholders, usually as a distribution of profits.
Entrepreneur A person who organizes, operates, and assumes the risk for a business venture.
Financing Is the act of providing funds for business activities.
Invoice A document prepared by the Accounts Departments that lists items sold or services provided, and
says how much money you owe for them.
Leadership The action of leading a group of people or an organization
Liabilities Is typically an amount owed by a business to a supplier.
Liquidation Is the act of turning assets into cash.
Loan An amount of money that is borrowed and has to be paid back.

Logo A recognizable graphic design element, often including a name, symbol or trademark, represent-
ing an organizationor product
Marketing The process of researching, promoting, selling and distributing a product or service.
Partnership A legal form of business operation between two or more individuals who share management and
profits and losses.
Payment The act of giving money for something.
Personnel People working in a business.
Profit The surplus (money) remaining after total costs are deducted from total revenue
Receipt A written acknowledgment that a person has received money in payment following a sale or other
transfer of goods or provision of a service
Risk The possibility of loss, injury, or other adverse or unwelcome circumstance.
Sales The exchange of a product or service for money.
Shares Are units of ownership or interest in a company.
Slogan Is a short phrase that serves as a very brief representation of a product or company
Sole-Proprietorship Is a type of business that is owned and operated by a single individual.
Teamwork This is the combined efforts, or the actions of a group, to achieve a common purpose or goal.

ALTERNATIVE PATHWAYS TO SECONDAY EDUCATION (APSE)
The 21st century is a time of rapid technological growth and social change. The school curriculum must, therefore, ensure that young
people are well prepared for the challenges and opportunities that they will meet as adults in this century. The MoEYI is making every
effort to provide for the multiple intelligences of our children and cater to their diverse needs in order to fully maximize their capabilities.
Hence, the MoEYI has created alternative pathways to receiving an education at the secondary level.
Providing alternative pathways will be far-reaching in carrying out the Ministry’s mantra, “Every child can learn....every child must learn”.
Learning pathways will allow for an inclusive approach in which instruction is based on tailored curricula, enabling each learner to perform
to his/her fullest potential based on aptitude, interest and ability. Alternative Pathways represent a new approach to secondary education.
Secondary education in Jamaica is being reframed and re-positioned as customised, diverse, relevant, equitable, outcomes-based, and
inclusive; and significantly, this approach will signal the introduction of a seven year (Grades 7-13) period of instruction for students on
all secondary pathways.
Goals of the APSE
• Design the school system to offer differentiated instructional programmes, informed by the National Standards Curriculum (NSC).
• Develop individualized intervention/learning plans based on students’ performance profile.
• Provide special educators as Pathway Coaches to support subject teachers of students on Secondary Pathways II and III in the
delivery of instruction.
• Facilitate a functional academic approach at the secondary level characterised by response to intervention (RtI) methodology,
interactive, learner-centred, project-based and problem- based learning, reflection and alternative forms of assessment.
• Foster a system for ALL students to exit the secondary level with the knowledge, skills, competences and attitudes which will have
them ready for the world of work or to access tertiary level education.
Secondary Pathways I, II & III (SP I, II & III)
All students will access secondary education via the prevailing Grade Six examination. The exit examination will provide individual profiles
to inform decisions for pathway access and standards for differentiation.
SPI is a 7-year programme with a curriculum based on the constructivist approach. At Grades 7-9 students will access the National
Standards Curriculum (NSC), and at Grades 10, 11, 12 & 13, they will access the curricula/syllabi of the examining body.

SP II is a 2-year transitional programme with a curriculum based on the constructivist approach. Special educators/pathway coaches will
work with teachers and students on this pathway. Students will be provided the required intervention and support to allow for transition.
At the end of Grade 8 students will be re-evaluated through psycho-educational evaluation to determine their readiness for crossing over
into either SP I or SP III.
SP III is a 7-year programme with a curriculum based on the constructivist approach. At Grades 7-9 students will access the National
Standards Curriculum (NSC), and at Grades 10 & 11, they will access the curricula/syllabi of the examining body. At the end of Grade 11
SP III students will transition into the Career Advancement Programme.
At Grades 7-9 the NSC, will be modified to meet the needs of the SP III students. Students in SP III will be instructed through a functional
academics curriculum in the core subjects- Mathematics, English Language, Communication, Social Studies and Science. Their
instruction will be further enriched with Personal Empowerment, Technical and Vocational instruction, as well as the performing and
creative arts. Pathway Coaches will collaborate with subject teachers to prepare content, ensuring differentiation in instruction for
students on SP II and III. These students will also be supported through use of the Response to Intervention (RtI) methodology.

STEM AND THE NSC
PERSPECTIVES OF SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS & THE AESTHETICS (STEM/STEAM) IN

RELATION TO THE NATIONAL STANDARD CURRICULUM (NSC)
INTRODUCTION & BACKGROUND

The integration of theoretical principles that relate to STEM/STEAM Education in the NSC began in June 2014. This move was
influenced by recommendations of the STEM Steering Committee that emphasized the need to develop learners who are not just
productive, but who would also be innovative Jamaicans. STEM integration was also regarded as one of the strategic long term
means of addressing the economic challenges being faced by Jamaica using education as a primary vehicle for the implied
transformational change to happen, beginning from short term efforts.
Initial discussions and deliberations promoted an emphasis on STEM rather than STEAM Education. However, critical analysis
of the conversations conveyed the perspective of STEM as a collection of related disciplines that all learners should have the
opportunity of pursuing, to develop the competencies they offer and as a consequence be able to gain employment or become
employers in STEM related areas. As stakeholders from different backgrounds processed their understanding of STEM, new
meanings of the concept emerged from the discussions. One was the perspective of STEM as a methodology. There was, however,
concern about the exclusion of “A” in STEM. This “A” component however, brought to the discussion, multiple meanings. In some
Aesthetics as a field and was considered an important component to be included if educators are serious about issues of
discrimination, holistic learning and current research on the iterative function of the brain that warrants attention to brain based
learning and the role of the Arts in promoting knowledge integration to cater to multiple domains of learning. There was also
discontent about neglecting the Performing Arts when related creative industries contribute significantly to economic development.
The concern was that the role of the Arts to economic development was being trivialized.
The call for the integration of the Aesthetics or Art forms became more pronounced as STEM took on more national significance.
This was supported by research that indicates the importance of the Aesthetics in developing values and attitudes, in promoting
holistic learning and in serving as drivers of innovations. By integrating principles from STEM with those from the Arts/Aesthetics,
the approach to problem solving would encourage greater appreciation for and reliance on the interdependent nature of knowledge
when science and arts intersect. Additionally, STEAM as a methodology encourages the harmonizing of the cognitive and the
emotional domains in the problem-solving process.

The concept of STEAM was adopted in 2015, as an integrative approach to education and a methodology that pays attention to the
benefits to be derived from the inclusion of the Arts or Aesthetics with STEM related principles. These collective benefits are supported by
Jolly (2014), Sousa and Pilecki (2013) and include divergent thinking; differentiated learning; Arts integration; focus on intrinsic motivation
and informed decision-making.
PERSPECTIVES OF STEM/STEAM IN THE CONTEXT OF THE NSC
In the context of the NSC, STEM/STEAM is used in a number of ways. These include:
STEM/STEAM as an integrative learning approach and methodology in facilitating learning. This perspective places
emphasis on STEM/STEAM as a means of helping learners become creative or innovative problem solvers and lifelong learners
who rely on scientific principles (laws and theories) to address issues/concerns or to deal with observed phenomenon that
are puzzling for them or that inspire interest. As an approach, the focus is on solving problems based on principles. As
methodology, the focus is on the system of practical procedures to be used to translate principles into the problem - solving
processes or to choose from available problem- solving models.
STEM/STEAM as an Experiential-Vocational Learning Framework that is based on problem solving through the project- based
approach. Emphasis is placed on solving real life problems in a context that requires learners and their facilitators to observe
work-based principles. The primary purpose for this focus is for learners to: (i) become employable (ii) prepare for further education
and/or for occupational or work readiness.
STEM as types of institutions in which learning is organized as a meta-discipline as described by Morrison and Bartlet
(2009). Based on this perspective, STEM facilitates the demonstration of knowledge in a manner that removes the boundaries
of each discipline for application to problem as would be practised in the real world.
IMPLICATIONS OF PERSPECTIVES OF STEM/STEAM IN LIGHT OF THE NSC
Since the NSC is based on Constructivism principles, STEM/STEAM as an approach and methodology, has to be established on post-
positivistic thinking. From this position, STEM/STEAM influences the kind of practice that promotes collaboration, negotiation of meaning
and openness to scrutiny.

The NSC developers selected a Constructivist approach that included the deliberation, designing and development stages of
the curriculum process. Evidence of the influence of Constructivism can be seen the NSC Framework Document that conveys the
following emphasis:
(i) The element of objectives is presented in two forms; firstly as Learning Objectives to focus attention on process and
experience rather than product. Secondly as Learning Outcomes that serve as some of the outputs of the process.
They include the basic understandings, skills and dispositions anticipated from learners’ engagement in the planned
experiences.
(ii) The element of content is treated as contexts for learners to think critically, solve problems creatively while
developing their identity as Jamaicans. Content is not expected to be treated as disciplines to be mastered but as areas
that contribute knowledge, skill sets and attitudes that form the composite of competencies to be acquired from their
integration in the learning situations.
(iii) The element of learning experiences (method) is presented as a set of learning activities that serves as a source of problems
to be addressed as a part of the learning process. These real-life activities provide the scope of knowledge, skills and
required dispositions or character traits for learners to make sense of that aspect of life or the world that they represent.
They are the threads that connect all the other elements of the curriculum and allow for the integration of STEM/STEAM
in the following ways:
• Identification of activities that are presented as problems to be solved using the STEM/STEAM approach based on
contextual factors that include the profile of the learner, the learning conditions and the anticipated impact.
• Integrating activities to form a real problem to be solved as a short, medium or long term project to which the project
based learning would be applied.
• The examination of learning activities by learners and teachers as co-learners through multiplelenses using content
of science, technology, mathematics and the humanities that they have already explored to engage in the problem
identification and definition processes.
• Extending learning in the formal setting to the informal by connecting co-curricular initiatives that are STEM/STEAM
based that learners are undertaking at the institutional level through clubs and societies, as whole school projects or in
partner ship with external stakeholders.
• Using the learning activities to review STEM/STEAM initiatives that form a part of the informal curriculum to and for
reflection on action.

• Using activities as springboards for reflecting on career or occupational interest in STEM/STEAM related areas.
(iv) The element of evaluation is communicated in two major ways; firstly as prior learning which serves diagnostic purpose
and secondly as an on-going developmental process. This formative focus is indicated by the inclusion of explicitly stated
assessment criteria that are to be used alongside the learning activities. The use of assessment criteria as counterparts
of the learning activities also indicates that assessment is learner centred since it is serving developmental rather than
promotional purpose and as a consequence, allows learners to self-correct as they use feedback to develop feed-
forward capabilities. Evidence of learning, based on the learning outcomes, can be collected from various types
of assessment methods that emphasize the learner centred constructivist orientation. This brings to the fore the need
for serious consideration to be given to differentiation in assessment for fairness and credibility of claims about learners’
capabilities and to inform decisions that will impact their educational journey.
In general, this integrated approach, which is the context of STEAM, is aimed at improving the quality of the educational
experience for learners while influencing the achievement of the aims of education that relate to productivity and creativity as part of the
profile of the Jamaican learner.
REFERENCES
Jolly, A. (2014). STEM vs. STEAM: Do the Arts belong? Retrieved from:
http://www.edweek.org/tm/articles/2014/11/18/ctq-jolly-stem-vs-steam.html
Morrison, J., Raymond, V. & Barlett, B. (2009). STEM as a curriculum: An experiential approach.
Retrieved from: http://www.edweek.org/ew/articles/2009/03/04/23bartlett.h28.html
Sousa, D., Pilecki, T. (2013). STEM to STEAM: Using brain compatible strategies to integrate the Arts.
London: SAGE Publications Ltd.
Trochim, Williams, M.K., (2006). Positivism & post-positivism. Web Centre for Social Research Methods.
Retrieved from: http://www.socialresearchmethos.net/kb/positivsm.php
The 5Es Overview: “The 5E Learning Cycle”

What is a 5E Learning Cycle?
This model describes an approach for facilitating learning that can be used for entire programmes, specific units and individual lessons.
The NSC supports the 5E constructivist learning cycle, as it places emphasis on the processes that may be used to help students to be
personally involved in the learning situation as they are guided to build their own understandings from experiences and new ideas.
5E Instructional Model
Figure 1. Illustrating one version of the 5E model that conveys the role of
valuation as an interconnecting process that is at the core of the learning experience.

Figure 2, illustrating a cyclical perspective of the model with each process
being given similar emphasis in contributing to the learning experience on a whole.
EXPLANATION OF THE INSTRUCTIONAL MODEL
What are the 5Es?

The 5Es represent five key interrelated processes that provide the kind of learning experiences for learners to experience the
curriculum or planned learning episodes: Engage, Explore, Explain, Extend (or Elaborate), and Evaluate.
ENGAGE: The purpose of the ENGAGEMENT dimension is to help students to be ready intellectually, socially, emotionally
etc. for the session. Attention is given to the students’ interests and to getting them personally involved in the lesson, while
pre-assessing prior understandings, attitudes and/or skills. During the experience, students first encounter and identify the
instructional task and their roles and responsibilities. During the ENGAGEMENT activity, students make connections between past and
present learning experiences, setting the organizational groundwork for upcoming activities. The engagement activity may be used to
(a) help student unearth prior knowledge (b) arouse their curiosity (c) encourage students to ask questions as a sign that they have
wonderments or are puzzled.
EXPLORE: The purpose of the EXPLORATION dimension is to get students involved in solving a real problem that is based
on a selected context. EXPLORATION provides them with a chance to build their own understanding of the phenomenon being
investigated and the attitude and skills involved for arriving at a workable solution. In exploring the students have the opportunity to
get directly involved with the phenomenon and materials. As they work together in learning teams or independently, the need to share
and communicate becomes necessary from the experiences. The teacher functions as a facilitator, providing materials, guarding
against obstacles to learning and guiding the students to operate based on agreements. The students become inquirers and
co-owners of the learning process. In exploring, they also ask questions, formulate hypothesis, search for answers or information/data,
reflect with others, test their own predictions and draw conclusions.
EXPLAIN: The purpose of the EXPLANATORY dimension is to provide students with an opportunity to assess their thinking
and to use intellectual standards as critical thinkers to communicate their perspectives and/or the meaning of the experiences.
They rely on communication tools and their skills as Language users to: (a) organize their thoughts so that they are clear, relevant,
significant, fair, accurate etc. (b) validate or affirm others (c) self-motivate. Reflection also occurs during the process and may
cause students to adjust their perspective or justify their claims and summarise the lessons being learned. Providing explanations
contributes to vocabulary building and self-corrective actions to deal with misconceptions that they become aware of from
feedback of their peers and/or their facilitator.
EXTEND: The purpose of this dimension is to allow students to use their new knowledge and continue to explore its
significance and implications. Students work independently or with others to expand on the concepts and principles they have
learned, make connections to other related concepts and principles within and/or across disciplines, and apply their understandings in new
ways to unfamiliar situations.
EVALUATE: The purpose of the EVALUATION dimension is for both students and facilitator to determine progress being made
or the extent to which learning has taken place based on the stated objectives or emergent objectives. EVALUATION is treated
primarily as an on-going diagnostic and developmental process that allows the learner to become aware of gaps to be treated
and progress made from their efforts to acquire the competencies that were the focus of the session. Examples of competencies
include understanding of concepts, principles and processes and demonstrating various skills. Evaluation and assessment can
occur at different points during the learning episode. Some of the tools that assist in this diagnostic and formative process include
rubrics, teacher observation log, self-inventories, peer critique, student interviews, reflective presentations, displays/expositions,
portfolios, performances, project and problem-based learning products. Analysis of reflections, video recordings are useful in

helping students to determine the depth of their thinking and understanding and the objectives they have or have not achieved.
Who developed the 5E model?

The Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee, developed the instructional model
for constructivism, called the “Five Es”.
The Link between the 5E model and Types of Learning Activities

The five (5) types of Learning Activities purported by Yelon (1996) can be integrated with the 5E’s so as to enrich the teaching
and learning process. He noted that every instructional plan should include the following learning activities
1. Motivation Activities: Intended to help learners to be ready for the session

2. Orientation Activities: Inform students of their roles and responsibilities based the purpose or objectives of a learning
episode.
3. Information Activities: Allow students to manipulate current knowledge, access/retrieve and generate new ideas
4. Application Activities: Allow for the use of knowledge and skills in novel situations
5. Evaluation Activities: Allow for reflection, corrective actions and sourcing of evidence to confirm/refute claims about
learning.
These activities can be planned to serve one of the purposes of each dimension of the 5E model. For example,
ENGAGEMENT may be comprised a Motivation Activity and an Orientation Activity. EXPLORATION and EXPLANATION require an
Information Activity, while EXTEND requires an Application Activity. EVALUATION requires the kind of activity that will contribute to the
collection of data for assessing and arriving at a conclusion about performance based on stated or expected purpose for which learning
is being facilitated.
REFERENCES
Meegan, G. (2017). The Intellectual Standards. Retrieved from https://theelementsofthought.org/the-intellectual-standards/
The 5 E Model (n.d.). Retrieved from http://tiny.cc/7ogijy
The 5 E Model (n.d.). Retrieved from http://tiny.cc/oogijy

LESSON PLANS
GRADE: 9
LESSON DURATION: 50 Minutes
BIG IDEA: Entrepreneurs can create solutions for unemployment
PURPOSE OF THE LESSON
Learning Objectives: Students will:

1. Identify terms associated with people who operate business
2. Differentiate between an inventor and an entrepreneur
3. Identify inventors who utilise scientific methods to develop products and business ventures
RESOURCE & TECHNOLOGY ATTAINMENT TARGETS
Strand 1: Creativity and Innovation

Attainment Target: Students will understand that people become entrepreneurs to create solutions to satisfy a particular need
Strand 2: Explore Methods and Procedures

Attainment Target: Students will Identify the similarities and differences between inventor and entrepreneur
Strand 3: Apply Solution

Attainment Target: Students will gather information to determine reasons persons become entrepreneurs
Strand 4: Career Pathways

Attainment Target: Students will:
1. Demonstrate good interpersonal relationship
2. Practise good team spirit
Science Standards: Science Application and Design Practice - Grade 7

Attainment Target 1. Exploring Science and the Environment: Appreciate the importance of scientific methods and be aware of
safety procedures to be taken when using equipment and materials.

Mathematics Standards: Number – Grade 5
AT1 Number Operations and Application: Use mathematical tool to carry out one step and two step calculations involving all four
operations and interpret the display correctly in the context of money.
Technology Standards:
T&S Standard 1 & 5: Student will develop an understanding of the effects of technology on the environment.
Resource Materials:
Case studies, internet sources, video presentations, role play, field trips, resource personnel
Tools/materials/equipment
Materials
Classroom Safety e.g. Students will
Activity Highlights
Engagement
• Play a song entitled “She works hard for her money”.
• Critique the song
• Students will be engaged in a discussion about persons who are self- employed.
• Students will make a list of the names used to describe a person who operates a business
Exploration
Identify a product or service used everyday, and conduct a research online or use a textbook to identify who invented it, when and
where the person who invented the product or service originated
Explanation
Students will make a presentation on the findings of the research.
Extension
• Students will invent a dance move
• Students will create a product or redesign a product.
Evaluation
Teacher will use a checklist and a rubric to assess the originality and adaptability.
Enrichment
Students will do a research how to copyright or patent their product.

APPENDIX II
ASSESSMENT AND RECORD KEEPING
Project-based learning (PBL) demands excellent assessment practices to ensure that all learners are supported in the learning process.
With good assessment practices, PBL can create a culture of excellence for all students and ensure deeper learning for all. Assessment
should be integrated seamlessly into the projects, measuring students’ understanding from the beginning to the end of the project.
Assessing Learning Outcomes

From Grades 4-9 student achievement should be one of continuous assessment and based on the learning outcomes selected for each
project to ensure that students acquire the necessary knowledge, skills and attitudes. In other words, the assessment should be based
on what each student can do. No more than ten learning outcomes or ‘can’ statements should be selected for each project of unit of work.
No more than ten learning outcomes should be selected of a project or unit of work. This will help to keep the assessment and recording
process to a manageable size for the teacher.
Assessment should be developed on a four-point scale;
I. Can do with a lot of help
II. Can do with some help
III. Can do with very little help
IV. Can do independently
Assessment conducted in this manner will provide a picture of exactly what each student can and cannot do or how much assistance will
be needed to develop the competencies.
This form of assessment is more informative and useful than those which grade students on a scale of 1-10 at the end of a project.
Teachers and individual students should discuss the assessments and agree on the next learning steps. A record of assessments should
be kept in a mark book or file set out as shown on the next page.
Supporting knowledge and understanding can be assessed in the traditional way, that is by objective tests such as multiple choice.
Assessing the End Product or System

All aspects of the Design Process are to be assessed. Teachers should observe what students do in an effort to create a solution to a
need or problem. This would involve the activities such as collaborating with each other, conducting research, planning, designing and
making the final product or system. Evidence of students’ work throughout the project or unit work should be filed.
A sample rubric is presented below to assess the end product, article or system made for a project.

John Allen
Navla Burnett
Rupert Bonnett
STUDENTS’ NAMES
Key to Scale:
II. Can do with some help
IV. Can do independently

I. Can do with a lot of help
performs safe and healthy practices
related to gardening functions
III. Can do with very little help 65-79

50-64
30-49

80-100
Can select appropriate materials and
tools to create an ornamental garden
Can perform mathematical functions

to design and create an ornamental
SAMPLE
garden
Perform procedures and processes

for preparing an ornamental garden
PROJECT: ORANMENTAL GARDEN – GRADE 4
LEARNING OUTCOMES
RECORD OF ASSESSMENT OF LEARNING OUTCOMES
supply appropriate nutrients to

ornamental plants
perform maintenance activities in

ornamental garden
174
SAMPLE RUBRIC FOR ASSESSING END PRODUCT FOR A PROJECT
Descriptors No progress (0) Introductory (1) Emergent (2) Proficient (3) Mastery (4)
Plan Student’s work Student does not un- Student understands Student understands Student understands
demonstrates no derstand problem and problem but cannot problem but can only problem, identifies
understanding or cannot identify data or identify necessary data identify some neces- necessary data for
progress towards create plan or create plan to solve sary data or create a solving and create an
achievement of the problem slightly inaccurate plan accurate plan to solve
outcome. to solve problem problem.
Research Student’s work demon- Student used only the Student used at least Student used at least Student used at least
strates no understand- reference provided by one credible additional two credible additional three credible addi-
ing or progress towards teacher sources of data collec- sources of data collec- tional sources of data
the achievement of the tion tion collection
outcome
Process Student’s work demon- Student’s work demon- Student’s work demon- Student’s work dem- Student’s work dem-
strates no understand- strates no sequencing strates limited sequenc- onstrates adequate onstrates logical
ing or progress towards to achieve expected ing to achieve expected sequencing to achieve sequencing to achieve
achievement of the outcome outcome expected outcome expected outcome
outcome.
Application Student’s work demon- Student demonstrates Student demonstrates Student demonstrates Student demonstrates
strates no understand- limited mastery of the mastery of 50% of the mastery of 70% of the mastery of all the rel-
ing or progress towards relevant skills relevant skills relevant skills evant skills necessary
achievement of the
outcome.
Safety Student work demon- Student does not Student adheres to a Student adheres to Student adheres to
strates no understand- adhere to appropriate few of the appropriate most of the appropri- all appropriate and
ing or progress towards safety guidelines safety guidelines. ate and relevant safety relevant safety guide-
achievement of the guidelines. lines.
outcome.
Product/service Student work demon- Product/service is com- Product/service can sat- Product/service can Product/service can
strates no understand- plete but cannot satisfy isfy few of its intended satisfy most of its satisfy its intended
ing or progress towards its intended purpose purpose intended purpose purpose
achievement of the
outcome.

Descriptors No progress (0) Introductory (1) Emergent (2) Proficient (3) Mastery (4)
Explanation/ Student demonstrates Student can explain Student can explain the Student can explain Student can explain
presentation no understanding only limited aspects of solution but cannot ex- how to solve problem thoroughly how to
or progress towards the work plain why the methods and why the chosen solve the problem and
achievement of the logically work. methods work; but did provided alternate so-
outcome. not provide alternate lutions to the chosen
solution. methods.
Collaboration Student demonstrates Students worked inde- Students worked togeth- Students worked well Students worked well
no understanding pendently er on few occasions. together most of the together to achieve
or progress towards times with most mem- objectives with each
achievement of the bers making valuable member making valu-
outcome. contribution. able contribution.
Design Student work demon- Student has made an Student creates design Student creates a Student creates a logi-
strates no understand- incomplete attempt to working-drawing, plan reasonable design cal diagram, working-
ing or progress towards create a design, work- or chart that is not logi- working-drawing, plan drawing, plan or chart
achievement of the ing-drawing, plan or cal to the solution or chart for the solu- to help solve problem.
outcome. chart of solution tion
Maintaining a Student’s Log

Resource and Technology must be delivered as a student centred subject. Therefore any assessment of students’ performance should
include their own assessment of work and progress. The student’s log is one way to secure this kind of self-assessment. The next page
carriers a recommended format for the student’s log. Students are encouraged to note what they learnt and their overall experiences
when they complete a topic and problem. They should provide their frank and honest assessment. Individual sheets of the student’s log
can be produced and given to students. They, in turn, should secure these in a file folder to be kept for inspection and assessment by the
teacher.
Information to Students
This log is for your personal use. You are to write down what you have learnt and how you feel about each topic covered. A topic may
cover more than one class. Therefore, your log should be written up at the end of the last class on each topic.

FORMAT OF A STUDENT’S LOG
PROJECT: __________________________________________________________________
PROBLEM: _________________________________________________________________
SKILLS KNOWLEDGE ATTITUDES
PERSONAL COMMENT (Verbal & or Graphics)
NAME:___________________________________________________________
GRADE:__________________________________________________________ DATE:_____________________________________________________

APPENDIX III
STRATEGIES FOR THE DELIVERY OF RESOURCE & TECHNOLOGY
A. Project-Based Approach
The content associated with each of the modules of Resource andTechnology is delivered in a context as a real life problem or need to be met. Usually a
scenario depicting a real life problem is developed to introduce each project. For example, in introducing the Grade 4 Agriculture project
‘Create an Ornamental Garden’ students could be presented with a real life situation in their school environment of an area which has
become a haven for garbage presenting an unattractive and unhygienic area. Students brainstorm and research to identify and develop
solutions to the named problem and then plan, design and create high-quality, authentic products and presentations using 21st century
skills of critical thinking, collaboration, communication and Information Technology. Projects should be carefully planned, managed, and
assessed to help students learn the content relevant to each discipline. The following features should guide the learning process utilizing
project based learning:
• problem-based – students develop imaginative solutions to presented or observed problems
• reality-based – students work in real-life/world learning environments
• decision-making – students have choices about what they learn, make choices within their learning environment and set personal goals
• design driven – students develop an awareness of design principles and elements for creating their own work and interpreting the work
of others
• aesthetically aware – students learn through their senses and learn to control elements/factors appropriate to the project
• technology-based – students understand the relationship between materials, systems and processes
Teachers should ensure that the problems and solutions presented are in keeping with the content/knowledge, skills and attitudes
illustrated in the Teachers’ Guides.
B. Integration of STEM
The integration of STEM/STEAM principles is utilized in the delivery of the Resource and Technology programmes. STEM/STEAM
education is an approach to teaching and learning that integrates the content and skills of Science, Technology, Engineering and
Mathematics. Content is delivered through action-based activities that involve the use of skills, processes, tools/equipment and materials
to design and develop solutions to authentic tasks.
Designing is an important aspect of the creation of solution. Hence the emphasis on developing design layout using the elements and
principles of Design Arts

STEM
Science
Mathematics STEM Technology
Engineering
EXPLANATION OF THE ACRONYM ‘STEAM’
‘S’ - Science concepts specific to the topic to be presented is integrated in the lesson
‘T’ - Technology combined use of skills, attitude, knowledge and resources to create things that people need and want to make life easier
and better
‘E’ - Engineering Design Process –
‘A’ - the use of the aesthetics to create aesthetically pleasing products
‘M’- Mathematical concepts specific to the lesson being taught is integrated in the lesson

SCIENCE RELATED MATHEMATICS
CONCEPTS RELATED CONCEPTS
WHAT WILL
BE ASSESSED
TECHNOLOGY
Skills to be developed E’ DESIGN PROCESS
during the learning process Central learning process
Diagram illustrating STEM/STEAM components integrated in a lesson
To ensure that the integration of STEM principles in a unit of work or project, the teacher is encouraged to design
a ‘STEM Map’as illustrated above. This is further illustrated and explained in the Teachers’ Guide for all the projects
or units of works. This model has been developed to ensure that the Science and mathematical related concepts are
learnt, the skills to be utilized in the design and creation of the solution are developed and the approaches to problem
solving are taught and learnt.
Attributes of a STEM Learning Environment

• Utilize the engineering design process (‘E’)
• Engage in the scientific process
• Apply mathematical practices
• Explore appropriate uses of technology
• Support collaboration and communication
• Encourages risk taking
• Align STEM lessons with real life context

C. ‘E’ Engineering Design Process
The Design Process is a systematic problem solving strategy which is used in the delivery of Resource and Technology programme to
solve practical problems. This process is similar to other problem solving processes but this particular process was adopted because of
its design feature which ensures that student will use materials, tools and equipment in problem solving The Design Process as illustrated
in the diagram below comprises seven (7) stages or aims. Students may begin with Stage 1 – define or identify the problem and continue
in order to Stage seven (7)
Stages in the Design Process
Other approaches are also valid. Students may start by:

• Evaluating an existing product/system e.g. assessing the nutritional value of a favourite snack or rules that are in place to ensure safe
and hygienic learning environments and continue by
• Suggesting ways to improve the product or system
• Planning to make a new version
• Making it and
• Evaluating it against the original
• Present results (orally or written)
For younger students, the teacher might produce a partly completed product e.g. a partly completed bird house. Students could:
• Discuss how it can be developed/completed
• Plan ways of improving it
• Make their own version
• Evaluate the product
• Present results (orally or written)

It should be noted that if students are to develop problem solving skills, focus must be placed on all stages of the design process. The
majority of time must not be spent of making the products/systems but equally on the knowledge, skill and attitude so that students acquire
the necessary competencies related to the task or project. Given that the Design Process is seen as the central learning process for all
students, the role of the teacher is to guide pupils through the process
Aims of the Design Process

There are seven major aims of the Design Process:

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NATIONAL STANDARDS CURRICULUM GUIDE

RESOURCE & TECHNOLOGY

© Ministry of Education, Youth and Information, Jamaica. 2018

The Honourable, Senator Ruel Reid,CD

The Honourable, Floyd Green, MP

Mr. Dean Roy Bernard

Dr. Grace McLean

Mrs Lena Buckle Scott

Dr Clover Hamilton Flowers

Mr. Anthony Gray

xii NSC Resource and Technology Grade 9

Assessment An assessment is a determination of whether intended results have been achieved.

RESOURCE AND TECHNOLOGY

AGRICULTURE AND THE

• Critical thinkers and problem solvers

COMPLETE OVERVIEW OF SUBJECT CONTENT PROJECT 9.1 RESOURCES AND TECHNOLOGY

TERM 1 TERMS 2& 3

NSC Resource and Technology: Grade 9

STRANDS 1: STRANDS 2: STRANDS 3: STRANDS 4:

STRANDS 1 STRANDS 2 STRANDS 3 STRANDS 4

NSC Resource and Technology: Grade 9 2

NSC Resource and Technology: Grade 9

About the Project

NSC Resource and Technology: Grade 9 4

Guidance for the Teacher

NSC Resource and Technology: Grade 9

AGRICULTURE AND THE

NSC Physical Education: Grade 7 6

ATTAINMENT TARGET(S) OBJECTIVES

NSC Resource and Technology: Grade 9

Introduction to the Project

Project Design The ability to:

NSC Resource and Technology: Grade 9 8

NSC Resource and Technology: Grade 9

Project Implementation • Follow instructions • Crops successfully planted in the

NSC Resource and Technology: Grade 9 10

B. Discuss outcomes of research with class

NSC Resource and Technology: Grade 9

Students will be able to:

Points to Note Extended Learning

See Guidance for Teacher

NSC Resource and Technology: Grade 9 12

LINKS TO OTHER SUBJECTS CAREER

NSC Resource and Technology: Grade 9

AGRICULTURE AND THE

NSC Physical Education: Grade 7 14

• Critical thinkers and problem solvers

COMPLETE OVERVIEW OF SUBJECT CONTENT PROJECT 9.2 RESOURCES AND TECHNOLOGY

TERM 1 TERM 2 TERM 3

NSC Resource and Technology: Grade 9

STRANDS 1: STRANDS 2: STRANDS 3: STRANDS 4:

STRANDS 1 STRANDS 2 STRANDS 3 STRANDS 4

NSC Resource and Technology: Grade 9 16

About the Project

17 NSC Physical Education: Grade 7

Guidance for the Teacher

• Apply Agricultural Business principles and practices to Mini-Enterprises

NSC Resource and Technology: Grade 9 18

AGRICULTURE AND THE