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2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 (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: Design in a socio-cultural context Topic 3: Revision Topic 1: Practical (process) Topic 2: Practical (product) Topic 2: Product TOPIC, Topic 3: Topic 3: Typography Topic 3: Gestalt Topic 3: Universal Consolidation of Topic 3 Topic 3 Topic 3 Consolidation of theory. CONCEPTS, Grade 10 revision ● The structure of type Introduction to principles of design Design Literacy Political propaganda Signs and symbols Link the use of stereotype, bias and SKILLS AND ● What is design? ● Choosing a font Gestalt theory Introduction to the Communism and and stereotyping, prejudice to visual communication, with VALUES ● Styling text universal principles of revolution in posters from bias and prejudice in the focus on illustrations, cartoons and ● Design terminology design Cuba, Russia, China, and design posters (Weimar, Germany) ● Design elements and principles ● Main categories of TEACHING PROGRAMME typeface resistance in SA PRACTICAL: TASK 2 – Topic 1 (process) TASK 6/ PAT– 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 and factors influencing the process in Design production of the product in the specialised practical option with time management in Topic 1 Topic 2 the process book. Briefs provide learners with a pacesetter and mini deadlines (100 marks) line with given pacesetter and safe practice. The product will be assessed (100 marks) but Mark out of Mark out Business context task integrated with part of the process work (10 marks). Choose the suitable content for the task from the list under revised Section will not be a part of the term mark. It will be part of the continuous assessment of TASK 6: 100 to SBA of 100 to 4, Page 24 PAT: Retrospective exhibition PAT REQUISITE THEORY: Design analysis skills/terminology from Grade 10 PRE- PRACTICAL: Developed drawing and technical skills in specialised option KNOWLEDGE RESOURCES THEORY: PowerPoint presentations, art videos and trips to art galleries and museums (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 LEARNING INFORMAL Baseline assessment Summary and worksheet Visual analysis Summary and Worksheet Class Discussion: Worksheet: Worksheet: TASK 1: CONTROL ASSESSMENT/ ● What is design? Discuss how visual worksheet worksheet Terminology and Discuss different Explain the Identify the use of signs, symbols, TEST (TOPIC 3) REMEDIATION ● Definition of design elements and typography Identify the Gestalt Summarise the universal visual analysis of examples of propaganda definition of the stereotyping, bias and prejudice in TOTAL: 50 MARKS THEORY ● Four categories of design relate to communication theory applied in principles of design typography used in posters from following different examples of propaganda used Cognitive levels: PRACTICAL ● Design elements and principles design (p.11) unseen examples (equitable use, flexibility Cuba, Russia and China, terminology: in posters from Cuba, Russia and China, LO = 30% ● Design terminology Summarise the structure of (posters) in use, tolerance for and resistance art in Signs, symbols, and resistance art in South Africa (p. 50- MO = 40%. type, choosing a font, (Grade 10 textbook, error, low physical effort, South Africa (p. 50-64) stereotyping, bias, 64) ● The design process HO = 30% styling text and the main p.185-188) etc.) (p. 45) and prejudice (Grade 10 textbook, p.2-58) The paper should categories in typeface (p. 66-73) include the following: ● Design literacy Informal discussion: Discuss a few examples of design problems and their solutions questions IDENTIFY COLLECT ANALYSE DEVELOP REFLECT MAKE MAKE MAKE MAKE: ● Visual analysis ASSESSMENT Analyse the brief and determine the constraints Research images that relate Write an Explore different Consider whether Is the work unique, Does the final Does the final Does the product questions and specifications of the brief (e.g. a mind map) to your theme (e.g. mood essay/rationale in solutions for your ideas the requirements original and relevant to product service or product/solution fulfil its function? ● Essay type answer board inspiration from which the concept, by drawing (e.g. several for the brief have the brief? environmental show clear Is the product questions designers) target market and thumbnail sketches) been fulfilled Does it demonstrate design interpret, use evidence of the presented ● Comparison intention is Develop the main idea Show evidence of proficiency in materials and explain the design process professionally and questions in essay Business context task explained (essay) through drawings, and the design solution and techniques chosen to choice of design and relevance to neatly? format to answer Introduce business task as collect materials (e.g. create design solutions? elements, principles the brief/problem? Does the per list (revised section 4, drawing/collage/ma and materials? product/solution page 24). Learners start research for task quette/prototype work in relation to the brief/problem? Monitor individual progress on 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). TASK 1: CONTROL ASSESSMENT) Preparation for Product 1 of Task 6 TEST 50 marks 100 marks PAT (FORMAL TASK 6: PAT: Product 1 ASSESSMENT) (Topic 2) 100 marks. Downloaded from hlayiso.com 1

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 (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 history Topic 3: Design history Topic 3: Revision Topic 1: Practical (process) Topic 2: Practical (product) Topic 2: Product Topic 3: Arts and crafts Topic 3: Art nouveau Topic 3: Bauhaus Topic 3: Topic 3: Art deco Topic 3: Design literacy Consolidation TOPIC, CONCEPTS, Introduction to Arts and Crafts Discuss one designer Introduction to Discuss one Introduction to Bauhaus Discuss one Consolidation of Introduction to Art Discuss one Consolidation of Consolidation of Term 1 SKILLS AND VALUES – the influence of the industrial and product from ONE Art Nouveau designer and designer and Arts and Crafts and Deco designer and design literacy and and 2 content revolution of the design product from ONE product from ONE Bauhaus product from movements TEACHING PROGRAMME categories of the design of the design ONE of the categories categories design categories PRACTICAL: TASK 4 – TOPIC 1 (PROCESS) PRACTICAL: TASK 6/ PAT PHASE 2– TOPIC 2 (PRODUCT 2) Assess second The teacher decides on the theme/identification of a need, a problem or an opportunity (written brief) in the specialised practical Design production of the product in the specialised practical option with time management in line with practical option. Learners do the design process and factors influencing the process in the process book. Briefs provide learners with a given pacesetter and safe practice. The product will be assessed (100 marks) but will not be a part of the Topic 1 Topic 2 pacesetter and mini deadlines (100 marks) term mark. It will be part of the continuous assessment of TASK 6: PAT: Retrospective exhibition Mark Mark out of out of 100 to PAT Business context task integrated with part of the process work (10 marks). Choose the suitable content for the task from the list 100 to under revised Section 4, Page 24 SBA REQUISITE PRE- THEORY: Design analysis skills/terminology from Grade 10 TASK 3:MID-YEAR KNOWLEDGE PRACTICAL: Developed drawing and technical skills in specialised option EXAMINATION RESOURCES (OTHER THEORY: PowerPoint presentations, design videos, trips to design shops e.g., Southern Guild, design magazines and books (TOPIC 3) THAN TEXTBOOK) TO PRACTICAL: According to specialisation option, e.g. art materials and equipment, printing press, pottery oven, dark room, sourcebook, design books and magazines and any inspirational material TOTAL: 100 MARKS ENHANCE LEARNING Cognitive levels: LO = 30% INFORMAL T Summary Essay Summary Essay Summary Essay Comparative Summary: Essay Comparative MO = 40%. ASSESSMENT/ H Arts and Crafts Write an essay on one Art N ouveau Write an essay on Bauhaus Write an essay on essay Write a Art Deco context Write an essay REMEDIATION E comparative essay HO = 30% context and aims, influences design and designer of context and one design and context and aims, one design and and aims, essay on one Write a comparative O arts and crafts aims, designer of Art designer of on Arts and Crafts influences and design and essay on Art Deco Paper structure: and characteristics (p. 139) influences and R influences and Nouveau. characteristics Bauhaus and Bauhaus characteristics designer of and Art Nouveau ● Section A: Design Y characteristics (see past NSC art deco (see past NSC literacy papers, question 4) papers, question 4) ● Section B: History of design P IDENTIFY COLLECT: Research ANALYSE: DEVELOP: REFLECT: MAKE: MAKE: MAKE: MAKE: MAKE: ● Section C: Design R Analyse the brief and images that relate to Write an Explore different Consider whether the Is the work unique, Does it Does the final Does the final Does the product A your theme (e.g. mood in a socio-cultural determine the constraints and essay/rationale solutions for your requirements for the brief original and demonstrate product/service or product/soluti fulfil its function? C board/inspiration from context specifications of the brief (e.g. in which the ideas by drawing have been fulfilled relevant to the proficiency in environmental on show clear T a mind map) designers) concept, target (e.g. several brief? materials and design interpret, evidence of Is the product I ASSESSMENT Business context market and thumbnail Show evidence of design techniques chosen use and explain the design presented C intention is sketches) to create design the choice of process and task solution (e.g. professionally and A explained solutions? design elements, relevance to Introduce the business drawing/collage/maquette/ neatly? L (essay) principles and the task as per list (see Develop the main prototype) idea through materials? brief/problem revised Section 4, Does the drawings and ? Page 24) product/solution Learners start research collection of work in relation to for task materials the brief/problem? Monitor individual progress on 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) TASK 3: ASSESSMENT) PREPARATION FOR PRODUCT 2 OF TASK 6 EXAMINATION 100 MARKS 100 MARKS PAT (FORMAL TASK 6: PAT: PRODUCT 2 (TOPIC 2) ASSESSMENT) 100 MARKS Downloaded from hlayiso.com 2

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 (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 Topic 3: Design history Topic 3: Design in a socio-cultural context SECTION Task 7.2: End-of-year practical examination (Paper 2) – Topic 1 (process) Task 7.2: End-of-year practical examination (Paper 2) – Topic 2 (product) Topic 3: De Stijl Topic 3: Modernism Topic 3: Scandinavian design Topic 3: Design in a socio-cultural context Topic 3: Consolidation TOPIC, CONCEPTS, SKILLS Introduction to De Stijl Discuss one Introduction to Discuss one Consolidation of Introduction to Discuss One Introduction to socio-cultural Study one international TASK 5: CONTROL TEST AND VALUES designer and Modernism designer and Modernism Scandinavian designer and design and social issues designer and design work that (TOPIC 3) product from product from ONE design product from addressed socio-cultural TOTAL: 50 MARKS ONE of the of the design ONE of the issues in design, e.g. Cognitive levels: design categories design Adrianna Bertini (p. 422) categories categories LO = 30% MO = 40%. COMPULSORY: TASK 7.2: END-OF-YEAR PRACTICAL EXAMINATION (PAPER 2) – TOPIC 1 (PROCESS) TEACHING PROGRAMME HO = 30% 50 MARKS Paper structure: COMPLETED IN TERM 3, ASSESSED IN TERM 4 ● Section A: Design literacy 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 ● Section B: History of TASK 7.2: PAPER 2: END-OF-YEAR PRACTICAL EXAMINATION – TOPIC 2 (PRODUCT) design 100 MARKS ● Section C: Design in a ASSESSED IN TERM 4 – This can be started at the end of Term 3 or beginning of Term 4 as per provincial arrangement socio-cultural context 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-KNOWLEDGE THEORY: Design analysis skills/terminology/movements studied in Grade 10/case studies from Grade 10 PRACTICAL: Developed technical skills in specialised option RESOURCES (OTHER THAN THEORY: PowerPoint presentations, design videos, trips to design shops, e.g. Southern Guild, design magazines and books TEXTBOOK) TO ENHANCE PRACTICAL: According to specialisation option, e.g. art materials and equipment, printing press, pottery oven, dark room, sourcebook, design books and magazines and any inspirational material LEARNING INFORMAL THEORY Summary Essay: Summary: Essay Worksheet Summary Essay Classroom Summary ASSESSMENT/ De Stijl Write an essay Modernism Write an essay What were the Scandinavian Write an essay discussion One international designer and design REMEDIATION context and aims, on one design context and aims, on one design disadvantages and design context on one design Social issues that address social issues influences and and designer of influences and and designer of advantages of the and aims, and designer of identified in posters Aims, characteristics, product and characteristic (p. 273- De Stijl.(p. 279- characteristics (p. Modernism (p. style? (p. 302) influences and Scandinavian and other media social issue addressed 278) 282) 283-299, 299-301) Complete activity 2 characteristics design (p. 312- terminology p. (p. 303) (p. 304-312) 316) 137-318) PRACTICAL COMPULSORY TASK 7.2: END-OF-YEAR PRACTICAL EXAMINATION (PAPER 2) – TOPIC 1 (PROCESS) MAKE: TASK 7.2: PAPER 2 - END OF YEAR PRACTICAL EXAMINATION – TOPIC 2 (PRODUCT) (100) ASSESSMENT IDENTIFY: Analyse the brief and determine the constraints and specifications of the brief (e.g. a mind map) COLLECT: Research images that relate to your theme (e.g. mood board/inspiration from designers) Is the work unique, original and relevant to the brief? Does it demonstrate proficiency in materials and techniques chosen to create design solutions? ANALYSE: Write an essay/rationale in which the concept, target market and intention are explained (essay) Does the final product/service or environmental design interpret, use and explain the choice of design DEVELOP: Explore different solutions for your ideas by drawing (e.g. several thumbnail sketches). Develop elements, principles and materials? the main idea through drawings and collection of materials Does the final product/solution show clear evidence of the design process and relevance to the REFLECT: Consider whether the requirements for the brief have been fulfilled. Show evidence of final design brief/problem? solution (e.g. drawing/collage/maquette/ prototype) 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 This exhibition will be assessed in Term 4 SBA (FORMAL ASSESSMENT) TASK 5: CONTROL TEST: Downloaded from hlayiso.com 50 MARKS 3

2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 11 (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: Design literacy, Topic 3: Design in an environmental context Topic 3: Design literacy (revision) Internal examinations history of design, design in a socio-cultural context TOPIC, CONCEPTS, Review and revise concepts What is the environmental Study ONE international Visual analysis of design Visual analysis of Visual analysis of ● Visual analysis TASK 7.1: THEORY EXAMINATION: PAPER 1 SKILLS AND VALUES learners struggled with or context? designer and design work examples from the design examples from design examples from ● Art elements and TOTAL: 100 misunderstood in the Term 3 that addresses movements covered in socio-cultural environmental principles Guidelines for final examinations: test Terminology: Sustainable environmental and Term 2 and 3 designers – discuss designers – discuss ● Communication Cognitive levels: design and environmental sustainability issues how the design how the design design and Lower order = 30% TEACHING PROGRAMME design addresses socio- solution addresses typography cultural issues environmental issues Middle order = 40% Higher order = 30% PRACTICAL: TASK 7.2: PAPER 2 – END-OF-YEAR PRACTICAL EXAMINATION – TOPIC 2 (PRODUCT) Paper structure: 100 MARKS ● Section A: Design literacy 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 Practical ● Section B: Design history Paper 2 (Topic 2) to be completed by mid-November ● Section C: Design in a social/environmental context TASK 6 (PAT EXHIBITION) Recommend a day on the timetable for exhibition (virtual exhibition is an option) REQUISITE PRE- PRACTICAL: Developed technical skills in specialised option KNOWLEDGE THEORY: Design analysis skills/terminology/movements studied in Grade 10 and Grade 11 and case studies (Term 1-3) RESOURCES (OTHER PRACTICAL: According to specialisation option, e.g. art materials and equipment, e.g. printing press, pottery oven, dark room, etc./sourcebook/design books and THAN TEXTBOOK) TO magazines/YouTube clips/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 Class discussion Summary Worksheet Worksheet Worksheet Worksheet: ASSESSMENT/ ● Review and correct Term Terminology and the One international Practise past Grade 12 Practise past Grade 12 Practise past Grade 12 Practice past grade REMEDIATION 3 test designer’s responsibilities in designer and design papers: Question 4 papers: Question 5 papers: Question 6 12 papers: Question ● Focus on: relation to environmental that addresses 1 and 2. ● Visual analysis and issues and sustainability environmental and interpretation Essay sustainability issues, Critically reflect on how e.g. Julie Bargmann ● Art elements and design benefits the physical (p. 413) principles ● Identification of symbols, environment bias, stereotypes ● Design terminology (see study notes) ASSESSMENT SBA SBA = 100 SBA TASK 1 + TASK 2 + TASK 3 + TASK 4 + TASK 5 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 % • TASK 7.1: Paper 1 Theory examination (100) ● PAT exhibition (process and exhibition): 50 % • Task 7.2: Paper 2 Practical 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 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 4