Gr 10 Des ATP 2023 24

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 (TERM 1) TERM 1 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS SECTION Topic 3: Design literacy Topic 3: Revision Topic 1: Practical (process) Topic 2: Product CORE TOPIC, CONCEPTS, Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 Consolidation of theory SKILLS AND VALUES Introduction to design Elements and principles Elements and principles Elements and principles Techniques and media Techniques of design of design of design and media Definition and Definition and Design process 4 Categories in TEACHING PROGRAMME purpose of design purpose of design design PRACTICAL: TASK 2 – Topic 1 (process) PRACTICAL: TASK 6 PAT PHASE 2 – Topic 2 (product 1) Assess first practical The teacher decides on the theme (written brief) in the specialised practical option. Learners do the design process The product will be assessed (100 marks), but will not be a part of the term mark and factors influencing the process in their process books. Briefs provide learners with a pacesetter and mini- It will be part of the continuous assessment of TASK 6: PAT: Retrospective exhibition deadlines (100 marks) Topic 1 Topic 2 Business context task integrated with part of the process work (10 marks). Choose the suitable content for the task Mark out of 100 Mark out of from the list under revised Section 4, Page 24 to SBA 100 to PAT REQUISITE PRE-KNOWLEDGE PRACTICAL: Observational drawing skill THEORY: Art elements and principles: Basic visual literacy skills done in GET phase RESOURCES (OTHER THAN PRACTICAL: According to specialisation option, e.g., art materials and equipment, printing press, pottery oven, dark room, sourcebook, art books and magazines, YouTube clips and any inspirational material TEXTBOOK) TO ENHANCE THEORY: PowerPoint presentations, art videos and trips to art galleries and museums LEARNING INFORMAL THEORY Mood board Summary and Summary Worksheet Mood board Worksheet Worksheet Worksheet Worksheet TASK 1: CONTROL TEST (TOPIC 3) ASSESSMENT Identify the purpose worksheet The design Complete the Identify the elements and Analysis and application Analysis and Techniques and media Techniques and TOTAL: 50 MARKS REMEDIATION of design by Summarise process activity on the principles of design by of elements and application of elements (p. 74-81) media (p. 74- Cognitive levels: including definition and categories in including principles of design (p. and principles of design 81) LO = 30% images/drawings purpose of design design (p. 45) images/drawings 46-73) MO = 40% (p. 10) HO = 30% PRACTICAL IDENTIFY COLLECT ANALYSE DEVELOP REFLECT MAKE MAKE MAKE MAKE The paper should include the Analyse the brief and Research images Write an Explore different Consider whether the Is the work unique, Does the final Does the final Does the following: determine the that relate to your essay/rationale in solutions for your requirements for the brief original, and relevant to product/service or product/solution show product fulfill its ● Design literacy questions constraints and theme (e.g., mood which the ideas by drawing have been fulfilled the brief? environmental design clear evidence of the function? ● Essays specifications of the board/inspiration concept, target (e.g., several Show evidence of final Does it demonstrate interpret, use and design process and Is the product brief (e.g., a mind from designers) market and thumbnail explain the choice of relevance to the ● Comparison questions design solution (e.g., proficiency in materials presented ASSESSMENT map) Business intention are sketches) drawing/collage/maquette and techniques chosen design elements, brief/problem? professionally context task explained (essay) Develop the main / prototype) to create design principles and and neatly? Introduce idea through solutions? materials? Does the business task as drawings, and product/solution per list (see collection of work in relation revised section 4, materials to the page 24) brief/problem? Learners start research for task Monitor the development of drawing skills and concept development Monitor individual progress on product (Topic 2) development and skill Give feedback/recommendations Give feedback/recommendations SBA (FORMAL TASK 2: PRACTICAL TASK 1: Process (Topic 1) – preparation for product of Task 6 TASK 1: CONTROL TEST ASSESSMENT) 100 marks 50 marks PAT (CONTINUOUS TASK 6 ASSESSMENT) PAT: Product 1 (Topic 2) 100 marks Downloaded from hlayiso.com

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 (TERM 2) TERM 2 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS SECTION Topic 3: Design literacy Topic 3: Design literacy Topic 1: Practical (process) Topic 1: Practical (process) CORE TOPIC, CONCEPTS, Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 SKILLS AND VALUES Introduction to visual communication/information and digital design Introduction to surface design and 2D craft Introduction to product design and 3D craft Introduction to environmental design Consolidation design design Design as a basic human need: symbolic ONE contemporary Introduction: ONE contemporary South Introduction to ONE contemporary Topic 3 Topic 3 Consolidation of theory language: South African visual Surface design and African 2D craft or surface product design and South African 3D TEACHING PROGRAMME Introduction to ONE contemporary South ● Symbols communication 2D craft designer/design group 3D craft design craft or product environmental design African environmental ● Icons designer design designer/design designer/design group ● Logos group PRACTICAL: TASK 4 – Topic 1 (process) TASK 6/PAT PHASE 2– Topic 2 (product 2) Assess second practical The teacher decides on the theme/identification of a need, a problem or an opportunity (written brief) in the specialised The product will be assessed (100 marks) but will not be a part of the term mark. It will be part of the Topic 1 Topic 2 practical option. Learners do the design process and factors influencing the process in their process books. Briefs provide continuous assessment of TASK 6: PAT: Retrospective exhibition) Mark out Mark out learners with a pacesetter and mini deadlines (100 marks) of 100 to of 100 to Business context task integrated with part of the process work (10 marks). Choose the suitable content for the task from SBA PAT the list under revised Section 4, Page 24 REQUISITE PRE- PRACTICAL: Observational drawing skill KNOWLEDGE THEORY: Art elements and principles: basic visual literacy skills/Term 1 knowledge RESOURCES (OTHER THAN PRACTICAL: According to specialisation option, e.g., art materials and equipment, printing press, pottery oven, dark room, sourcebook, art books and magazines, YouTube clips and any inspirational material TEXTBOOK) TO ENHANCE THEORY: PowerPoints presentations, design videos, trips to design shops, e.g., Southern Guild, design magazines and books and the internet LEARNING INFORMAL THEORY Worksheet Case study Mood board Case study Comparison essay Case study Worksheet Case study TASK 3: MID-YEAR EXAMINATION ASSESSMENT Analysis and essay writing on symbolic One contemporary Create a texture- One contemporary South Compare two One contemporary Identify One contemporary (TOPIC 3) REMEDIATION language: Symbols, icons, logos, media and South African board of different African designer/design product designs by South African environmental South African TOTAL:100 MARKS techniques (p. 170 &182) designer/design samples of surface group focusing on referring to colour, designer/design issues in your designer/design group Cognitive levels: group focusing on design and surface design and 2D form, and function group focusing on community. focusing on visual describe each craft design, e.g., student product design and Discuss ONE environmental and LO = 30% communication surface designs (p. 108) 3D craft design, sustainable solution sustainable design, MO = 40%. design, e.g., Garth e.g., Ebony Satchwell e.g., Don Albert (p. HO = 30% Walker (p. 193) (p. 118) 235) The paper should include the following: PRACTICAL IDENTIFY COLLECT ANALYSE DEVELOP REFLECT MAKE MAKE MAKE MAKE ● Design literacy questions Analyse the brief and Research images that Write an Explore different Consider whether the Is the work unique, Does the final Does the final Does the product fulfil ● Essays determine the relate to your theme essay/rationale in solutions for your requirements for the brief original, and product/service or product/solution its function? ● Comparisons constraints and (e.g., mood which the concept, ideas by drawing have been fulfilled relevant to the environmental design should show clear Is the product ASSESSMENT specifications of the board/inspiration from target market and (e.g., several Show evidence of the final brief? interpret, use and evidence of the presented brief (e.g., a mind designers) intention is explained thumbnail design solution (e.g., explain the choice of design process and professionally and map) Business context (essay) sketches) drawing/collage/maquette/ Does it design elements, relevance to the neatly? task prototype) demonstrate principles and brief/problem? Does the Introduce business Develop the main proficiency in materials? product/solution work task as per list (see idea through materials and in relation to the revised section 4, page drawings and techniques chosen brief/problem? 24) collection of to create design Learners start research materials solutions? for task Monitor the development of drawing skills and concept development Monitor individual progress on product (topic 2) development and skill Give feedback/recommendations Give feedback/recommendations SBA (FORMAL TASK 4: PRACTICAL: PROCESS (TOPIC 1) – PREPARATION FOR TASK 3: EXAMINATION ASSESSMENT) PRODUCT 2 OF TASK 6 100 MARKS 100 MARKS PAT (FORMAL TASK 6: PAT PRODUCT 2 (TOPIC 2) ASSESSMENT) 100 MARKS Downloaded from hlayiso.com

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 (TERM 3) TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 CAPS SECTION Topic 3: Design literacy Topic 3 Topic 1: Practical (process) Consolidation of theory CORE TOPIC, CONCEPTS, Topic 3 Topic 3 Topic 3 Topic 3 Topic 3 SKILLS AND VALUES Greek design Roman design Gothic design Renaissance design Baroque design Basic Four design Basic introduction to Four design categories, e.g., Basic introduction to Four design Basic introduction to Four design Basic Four design introductio categories, e.g., Roman design architecture, mosaics, Gothic design categories, e.g., Renaissance design categories, e.g., introduction categories, e.g., n to Greek architecture, pottery, furniture, clothing, architecture, architecture, to Baroque architecture, design mosaics, pottery, etc. mosaics, pottery, mosaics, pottery, design mosaics, pottery, furniture, clothing, furniture, clothing, furniture, clothing, furniture, clothing, etc. etc. etc. etc. COMPULSORY: TASK 7.2: END-OF-YEAR PRACTICAL EXAMINATION (PAPER 2) – TOPIC 1 (PROCESS) TEACHING PROGRAMME 50 MARKS COMPLETED IN TERM 3, ASSESSED IN TERM 4 This is assessed with the product in Term 4. The teacher decides on the theme (written brief) in the specialised practical option and provides learners with a pacesetter and mini deadlines TASK 7.2: PAPER 2: END-OF-YEAR PRACTICAL EXAMINATION – TOPIC 2 (PRODUCT) 100 MARKS This can be started at the end of term 3 or beginning of Term 4 as per provincial arrangement ASSESSED IN TERM 4 24 HOURS Completed during class time under supervision. Can be extended into monitored practical examination of 4-6 hours. SMT and design teacher to organise formal practical time for Topic 2 to be completed by mid-November TASK 6: PAT EXHIBITION (PROCESS) ASSESSED IN TERM 4 Learners have the opportunity to further develop and extend their practical work into a cohesive body of work after assessment in Term 1 and Term 2 and to present the work in the form of an exhibition to promote the products. Design products and solutions must link to each other. The exhibition should be the learner’s own effort and well planned in terms of its theme, concept and presentation REQUISITE PRE- PRACTICAL: Basic technical skills KNOWLEDGE THEORY: Design analysis skills/terminology/knowledge from Term 1 and 2 RESOURCES (OTHER THAN PRACTICAL: According to specialisation option, e.g., art materials and equipment, printing press, pottery oven, dark room, sourcebook, art books and magazines, YouTube clips and any inspirational material TEXTBOOK) TO ENHANCE THEORY: PowerPoint presentations, design videos, trips to design shops, e.g., Southern Guild and design magazines and books LEARNING INFORMAL THEORY Worksheet Worksheet Summary Worksheet Summary Worksheet Summary Worksheet/ Worksheet/ TASK 5: CONTROL TEST (TOPIC 3) ASSESSMENT The world Identify examples of Roman design: Identify examples of Roman Gothic design: Identify examples of Renaissance design: textbook textbook TOTAL: 50 MARKS activity. activity. ASSESSMENT REMEDIATION of Greek Greek design from all ● Architecture design from all four ● Architecture Gothic design from ● Architecture Cognitive levels: design (p. four categories (p. categories (p. 273-275) all four categories. Renaissance Baroque ● History ● History ● History LO = 30% 260-262) 263-271) (p. 273-275) architecture (p. architecture ● Characteristics ● Characteristics ● Characteristics MO = 40%. 273-275) (p. 273- ● Material and ● Material and ● Material and 275) HO = 30% technique technique technique The paper should include the following: ● Social/environment ● Social/environment ● Social/environment ● Design literacy questions al context (p. 273) al context (p. 273) al context (p. 273) Downloaded from hlayiso.com

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 TERM 3 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 PRACTICAL COMPULSORY: TASK 7.2: END-OF-YEAR PRACTICAL EXAMINATION (PAPER 2) – TOPIC 1 (PROCESS) ● Design history: Essays and IDENTIFY: Analyse the brief and determine the constraints and specifications of the brief (e.g., a mind map) comparisons COLLECT: Research images that relate to your theme (e.g., mood board/inspiration from designers) ANALYSE: Write an essay/rationale in which the concept, target market and intention are explained (essay) DEVELOP: Explore different solutions for your ideas by drawing (e.g., several thumbnail sketches). Develop the main idea through drawings and collection of materials REFLECT: Consider whether the requirements for the brief have been fulfilled. Show evidence of the final design solution (e.g., drawing/collage/maquette/ prototype) MAKE: TASK 7.2: PAPER 2: END-OF-YEAR PRACTICAL EXAMINATION – TOPIC 2 (PRODUCT) 100 MARKS Is the work unique, original and relevant to the brief? Does it demonstrate proficiency in the materials and techniques chosen to create design solutions? Does the final product/service or environmental design interpret, use and explain the choice of design elements, principles and materials? Does the final product/solution show clear evidence of the design process and relevance to the brief/problem? Does the product fulfil its function? Is the product presented professionally and neatly? Does the product/solution work in relation to the brief/problem? TASK 6 (PAT EXHIBITION): PLANNING (ASSESSED IN TERM 4) SBA (FORMAL TASK 5: CONTROL TEST ASSESSMENT) TOTAL: 50 MARKS Downloaded from hlayiso.com

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 10 (TERM 4) TERM 4 WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 CAPS TOPICS Topic 3 Topic INTERNAL EXAMINATIONS Design literacy History of design CORE TOPIC, CONCEPTS, Revision of Term 1 Revision of Term 2 Revision of Term 3 SKILLS AND VALUES Basic design Elements and principles of ● Communication History of Greek and History of Gothic and Renaissance design History of Baroque TASK 7.1: THEORY EXAMINATION: PAPER 1 (TOPIC 3) terminology design through design Roman design design TOTAL: 100 MARKS ● Categories of Cognitive levels: TEACHING PROGRAMME design LO = 30% PRACTICAL: TASK 7.2: PAPER 2: END-OF-YEAR PRACTICAL EXAMINATION – TOPIC 2 (Product) MO = 40%. 100 MARKS HO = 30% 24 HOURS The paper should include: Completed during class time under supervision. Can be extended into monitored practical examination of 4-6 hours. SMT and design teacher to organise formal practical time for Practical ● Design literacy questions Paper 2 (Topic 2) to be completed by mid-November ● Short essays TASK 6 (PAT EXHIBITION) ● Comparison Recommend: a day on timetable for exhibition (virtual exhibition is an option) REQUISITE PRE- PRACTICAL: Develop technical skills in specialised option KNOWLEDGE THEORY: Design analysis skills/terminology/knowledge from Term 1, 2 and 3 RESOURCES (OTHER PRACTICAL: According to specialisation option, e.g., art materials and equipment, printing press, pottery oven, dark room, sourcebook, design books and magazines, YouTube clips and THAN TEXTBOOK) TO any inspirational material ENHANCE LEARNING THEORY: PowerPoint presentations, design videos, trips to design shops, e.g., Southern Guild, design magazines and books INFORMAL THEORY Worksheet Worksheet Worksheet Worksheet Worksheet Worksheet Worksheet ASSESSMENT ● Analyse ● Analyse unseen Recognise different Essay writing on Greek Identify Identify characteristics of Identify characteristics REMEDIATION unseen designs categories in design design characteristics of the Renaissance movement of Baroque designs ● Apply analysis skills Gothic movements movements ● Apply analysis and terminology skills and terminology SBA (FORMAL SBA = 100 SBA ASSESSMENT) TASK 1 + TASK 2 + TASK 3 + TASK 4 + TASK 5 ASSESSMENT FINAL EXAMINATION TASK 7.2: PAPER 2: END-OF -YEAR PRACTICAL EXAMINATION TASK 7.1: THEORY EXAMINATION (PAPER 1) Topic 1 (Process): 50 marks + Topic 2 (Product): 50 marks = 100 marks 100 MARKS PAT EXHIBITION TASK 6: PAT EXHIBITION (100 MARKS) FINAL END-OF-YEAR EXAMINATION ● PAT 1: Product 1 (Term 1): 25% ● TASK 6: PAT exhibition (100) ● PAT 2: Product 2 (Term 2): 25 % ● PAT exhibition (Process and exhibition): 50 % ● TASK 7.1: Paper 1 theory examination (100) Process books for each PAT should be available for evidence of originality Marking by teacher (and two peers where possible). Learners must present their practical work as a cohesive body of work in the form of a well-organised and planned exhibition to promote ● TASK 7.2: Paper 2 practical examination (100) the products. Design products and solutions must link to each other. The exhibition should be the learner’s own effort and well planned in terms of its theme, concept and presentation. The exhibition is marked holistically Downloaded from hlayiso.com