Gr 12 Des ATP 2023-24.pdf

2023/24 ANNUAL TEACHING PLAN: DESIGN: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 12 (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 history Topic 3: Design literacy Topic 3 revision Topic 1: Practical (process) Topic 2: Practical (product) Topic 2: Product TOPIC, Topic 3: Pop design Topic 3: Postmodernism Topic 3: Deconstructivism Topic 3: Architecture Consolidation of CONCEPTS, theory Introduction to Pop Discuss one designer Introduction to Discuss one designer Introduction to Discuss one designer Overview of architecture Comparison of classical and contemporary building/structures OR SKILLS AND design and product from ONE Postmodernism and product from ONE Deconstructivism and product from ONE in the different Classical and IKS buildings/structures VALUES TEACHING PROGRAMME of the design of the design of the design movements categories categories categories 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 and factors 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 influencing the process in their process books. The brief provides learners with a pacesetter and mini deadlines (100 marks) continuous assessment of TASK 6: PAT: Retrospective exhibition Mark out of 100 Mark out of 100 to Business context task integrated with part of the process work (10 marks). Choose the suitable content for the task from list to SBA PAT under revised Section 4, Page 24 REQUISITE PRACTICAL: Advanced technical skills in specialised option PRE- THEORY: Design analysis skills/terminology/movements studied in Grade 11/case studies from Grade 11 KNOWLEDGE RESOURCES PRACTICAL: According to specialisation option, e.g. design materials, stationery and equipment, e.g. printing press, pottery oven, dark room, process book, design books and magazines, YouTube clips and any inspirational material (OTHER THAN THEORY: Past NSC papers and marking guidelines, PowerPoint presentations, design videos, trips to design shops, e.g. Southern Guild, design magazines and books TEXTBOOK) TO ENHANCE LEARNING Summary Essay Summary Essay Summary Essay Class discussion Comparative essay TASK 1: Pop design context Write an essay on one Postmodernism Write an essay on Deconstructivism context Write an essay on one Focus on terminology, Write a comparative essay on one classical design building/structure CONTROL TEST and aims, influences design and designer of context and aims, one design and and aims, influences and design and designer influences and and one contemporary building/structure (TOPIC 3) and characteristics (p. pop design influences and designer of characteristics of Postmodernism characteristics in OR TOTAL: 50 MARKS THEORY 78-86) characteristics Postmodernism Comparative essay architecture. Write a comparative essay on one classical design building/structure Cognitive levels: Write a comparative and one indigenous knowledge systems (IKS) building/structure LO = 30% INFORMAL ASSESSMENT/REMEDIATION essay on Pop design Refer to influences, materials, significance of the site, MO = 40% and Deconstructivism construction/technology and function (see past NSC papers, (2021- HO = 30% (see past NSC 2022), question 3) papers, question 4) Paper structure: ● Design literacy Design process Design process Design process: Design process Self-assessment Making Making Making Making Making: ● Design history Introduce the practical Research and Experimentation Learners develop checklist Is the work unique, Does it demonstrate Does the final Does the final Does the essays task investigate the theme Investigation of different ideas through Evaluate the ideas original and relevant proficiency in materials product/service or product/solution show product fulfil its ● Comparison (e.g. a mood board) drawings, prototypes generated and selection of to the brief? and techniques chosen environmental design clear evidence of the function? ASSESSMENT approaches and questions Learners identify methods and the collection of the best solution to create design interpret, use and design process and Is the product trends, target market, materials Planning, organisation, and solutions? explain the choice of relevance to the presented Business context PRACTICAL a need, a problem or They need to show management of own work design elements, brief/problem? professionally task an opportunity (e.g. a appreciation of Keeping to the time principles and and neatly? Introduce the business materials? mind map) responsible design schedules Does the task as per the list. practice Discuss the assessment product/solution See revised section 4, page 24. Learners criteria for Topic 2 (PAT work in relation start research for task guideline) with the learners 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: PROCESS (TOPIC 1) – PREPARATION FOR PRODUCT 1 OF TASK TASK 1: CONTROL TEST ASSESSMENT) 6 50 MARKS 100 MARKS PAT TASK 6: PAT: PRODUCT 1 (TOPIC 2) (CONTINUOUS 100 MARKS Downloaded from hlayiso.com ASSESSMENT) 1

2023/24 ANNUAL TEACHING PLAN: DESIGN: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 12 (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 in a social context and Topic 1: Practical (process) Topic 3 Revision of design literacy, design history and design in social context. – Topic 1 and 2 assessment TOPIC, Revision of Grade 11 CHOOSE ONE OF THE TWO OPTIONS: Consolidation of Term 1 and 2 content CONCEPTS, work: Understand and OPTION A: DESIGN IN A SOCIAL CONTEXT: Understand the way in which design can be used to reinforce or challenge social issues SKILLS AND interpret signs and Study one South African designer and design AND one international designer and design that address social issues, …XYZ (Dot Dot Dot XYZ, p.384) VALUES symbols and stereotyping, bias and OPTION B: DESIGN IN CULTURAL CONTEXT (INDIGENOUS KNOWLEDGE SYSTEMS (IKS): Understand the way in which design can be used to reinforce or challenge prejudice in design cultural issues (past and present – beadwork, clay pots and basket work) TEACHING PROGRAMME Study a traditional craft and one South African designer/design group that was influenced by South African craft techniques and/or materials Discuss one product/design, e.g. Laduma Ngxokolo (p. 208) PRACTICAL: TASK 4 – TOPIC 1 (PROCESS) PRACTICAL: 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 practical option The product will be assessed (100 marks) but will not be a part of the term mark Topic 1 Topic 2 Learners do the design process and factors influencing the process in their process books It will be part of the continuous assessment of TASK 6: PAT: Retrospective exhibition Mark out of Mark out of The brief provides learners with a pacesetter and mini-deadlines (100 marks) 100 to SBA 100 to PAT Business context task integrated with part of the process work (10 marks) Choose suitable content for the task from the list under revised section 4, page 24 REQUISITE PRE- PRACTICAL: Advanced technical skills in specialised option TASK 3 KNOWLEDGE THEORY: Design analysis skills/movements studied in Grade 11/case studies from Grade 11 MID-YEAR EXAMINATION RESOURCES PRACTICAL: According to specialisation option, e.g. art materials and equipment, e.g., printing press, pottery oven, dark room, sourcebook, design books and magazines, YouTube clips and any inspirational material TOTAL: 100 MARKS (OTHER THAN THEORY: Past NSC Grade 12 papers, PowerPoint presentations, design videos, trips to design shops, e.g. Southern Guild, design magazines and books TEXTBOOK) TO Cognitive levels: ENHANCE LO = 30% LEARNING MO = 40%. Visual analysis of Option A: Worksheet Option A: Summary Practice essay-writing skills by answering questions from Revision of past NSC papers and marking HO = 30% unseen examples (see Discuss social issues identified in posters One South African designer and design AND one past NSC papers (2021-2022) guidelines (2021-2022, question 1-5) Paper structure: question 2 and 5 from (question 5.1, p. 422) international designer and design that address social ● Section A: Design THEORY past NSC papers) issues Option A: Question 5.1 literacy Option B: Worksheet discuss one traditional Option B: Summary One South African designer/design Option B: Question 5.2 ● Section B: History of INFORMAL ASSESSMENT/REMEDIATION craft. Question 5.2 page 416 group that was influenced by South African Craft design Techniques and or materials ● Section C: Design in a Discuss one product/design socio-cultural context Design process Design process Design process: Design process Self-assessment checklist Making Making Making Making Making Introduce the practical Research and investigate Experimentation Learners develop ideas Evaluate the ideas generated Is the work Does it demonstrate Does the final Does the final Does the product task the theme (e.g. a mood Investigation of through drawings, and selection of the best solution unique, proficiency in materials product/service or product/solution fulfil its function? board) different prototypes and Planning, organisation and original and and techniques chosen environmental design show clear Is the product ASSESSMENT Learners identify approaches and collection of materials management of own work relevant to to create design interpret, use and evidence of the presented trends, target market, a Business context task methods They need to show Keeping to the time schedules the brief? solutions? explain the choice of design process professionally and PRACTICAL need, a problem or an Introduce the business task appreciation of design elements, and relevance to neatly? Discuss the assessment criteria opportunity (e.g. a mind as per the list responsible design principles and the brief/problem? Does the product for Topic 2 (PAT guideline) with map) See revised section 4, page practice materials? solution work in the learners 24 relation to the Learners start research for brief/problem? task Monitor individual progress on concept development. Give feedback/recommendations Monitor individual progress on product (Topic 2) development and skill. Give feedback/recommendations SBA (FORMAL TASK 4: PRACTICAL TASK: PROCESS (TOPIC 1) – PREPARATION FOR TASK 3: MID-YEAR EXAMINATION (100 MARKS) ASSESSMENT) PRODUCT 2 OF TASK 6 100 MARKS PAT TASK 6: PAT: PRODUCT 2 (TOPIC 2) (CONTINUOUS 100 MARKS Downloaded from hlayiso.com ASSESSMENT) 2

2023/24 ANNUAL TEACHING PLAN: DESIGN: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 12 (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 in an environmental and sustainable context Topic 3: Design history Topic 3: Revision NSC final Paper 1 Task 7.2: NSC final practical examination (section A) Task 7.2: NSC final practical examination (section B) Topic 2: Preparation for PAT retrospective exhibition. TOPIC, Introduction to Study ONE South Study ONE Consolidation on Revision (Grade 11): Revision (Grade Revision (Grade 11): Revision past NSC papers and marking guidelines (2021-2022, question 1-6) CONCEPTS, environmental African designer and international design in an ● Arts and crafts 11): ● Modernism SKILLS AND design, issues and design work that designer and environmental and ● Art nouveau ● De Stijl ● Scandinavian VALUES sustainable design addresses design work that sustainable context ● Art deco ● Bauhaus design environmental and addresses sustainability issues, environmental and e.g. Haldane Martin sustainability TEACHING PROGRAMME (p. 380) issues, e.g. Thomas Heatherwick TASK 7. 2: NSC FINAL EXTERNAL PRACTICAL EXAMINATION (PAPER 2) – Schools should receive this by mid-July TASK 7. 2.1: SECTION A: (PROCESS) TASK 7. 2.2: SECTION B: THE MAKING OF THE FINAL PRODUCT: The theme is set by the DBE: Learners do the design process and factors influencing the process in their process books The making of the final product on dates determined by school up to deadline as indicated on the paper (usually mid-October) Discuss and provide learners with a pacesetter and mini deadlines The school organises formal time (24 hours) to make the final product This will be done at school and at home This could be sessions divided over a few days. Consider organising some of the formal time in the trial examination This will be assessed in Term 4 for the final examination mark External assessment takes place in Term 4 REQUISITE PRE- PRACTICAL: Advanced technical skills in specialised option TASK 5 KNOWLEDGE THEORY: Design analysis skills/movements studied in Grade 11/case studies from Grade 11 There is a CHOICE between: Cognitive levels: A: TRIAL THEORY EXAMINATION PAPER LO = 30% RESOURCES PRACTICAL: According to specialisation option, e.g., art materials and equipment t e.g. printing press, pottery oven, dark room, etc./sourcebook/design books and (OTHER THAN magazines/You Tube clips/any inspirational material TOTAL: 100 MARKS MO = 40%. TEXTBOOK) TO THEORY: Past NSC Question papers and Marking guidelines, PowerPoints, design videos, trips to design shops e.g. Southern Guild, design magazines and books HO = 30% ENHANCE OR Paper Structure: LEARNING Section A: Design literacy B: CONTROL TEST Class discussion on Summary Summary Worksheet: Revision TOTAL: 50 MARKS Section B: History of design terminology and a One South African One international Use past NSC papers ● Practice comparative essays Section C: Design in a socio-cultural INFORMAL ASSESSMENT/REMEDIATION designer’s THEORY designer and design designer and (2021-2022) ● Design literacy (visual analysis) context responsibilities in that address design that address Answer question 6 ● History content essays. relation to environmental and environmental and ● Refer to past NSC Paper 1, question 4 (2021-2022) environmental issues sustainability issues sustainability issues and sustainability Design process Design process Design process: Design process Self-assessment checklist Section B: The making of the product/design solution ASSESSMENT Introduce the NSC Research and Experimentation Learners develop Evaluate the ideas generated and selection of the best solution Note: The teacher may not assist learners in this process Paper 2 investigate the theme Investigation of ideas through Planning, organisation and management of own work PRACTICAL Learners identify (e.g. a mood board) different drawings, prototypes Keeping to the time schedules trends, target market, approaches and and collection of Discuss the assessment criteria for Section B of Paper 2 with the a need, a problem or methods materials learners an opportunity (e.g. a They need to show mind map) appreciation of responsible design practice SBA (FORMAL TASK 5: TRIAL THEORY EXAMINATION PAPER 1 (100 MARKS) ASSESSMENT) OR CONTROL TEST (50 MARKS) Downloaded from hlayiso.com 3

2023/24 ANNUAL TEACHING PLAN: DESIGN: GRADE 12 2023/24 ANNUAL TEACHING PLANS: DESIGN: GRADE 12 (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 SECTION Topic 3: Design literacy Topic 3: Design Topic 3: Design in a Final examinations history social/environmental TEACHING PROGRAMME and sustainable context TOPIC, CONCEPTS, Revision: Revision: Revision: Revision: TASK 7.1: PAPER 1 SKILLS AND VALUES Terminology History of design Design movements Design in a 100 MARKS Visual analysis of (architecture) social/environmental This paper is externally set and distributed by the DBE unseen 2D and 3D and sustainable context 1. There are SIX questions in the paper designs and 2. There are choices within some questions in the paper. The options must be read carefully communication design 3. The paper is divided into THREE sections: ● Section A: Design literacy [30 marks] INFORMAL Worksheet Comparison essay Essay worksheets Worksheet: ● Section B: History of design [30 marks] ASSESSMENT/ Question 1 and 2 from Question 3 from past Question 4 from past Question 5 and 6 from ● Section C: Design in a socio-cultural/environmental and sustainable context [40 marks] THEORY REMEDIATION past NSC question NSC question papers NSC question papers past NSC question See exam guideline document (2021) papers and marking and marking guidelines and marking guidelines papers and marking guidelines (2021-2022) (2021-2022) (2021-2022) guidelines (2021-2022) PAT NCS EXTERNAL ASSESSMENT – as per the programme determined by the provincial organisers Final examination: TASK 6: PAT: RETROSPECTIVE EXHIBITION (100 MARKS) ● TASK 6: PAT: Retrospective exhibition = 100 ASSESSMENT ● PAT 1 and PAT 2 + retrospective exhibition including one or two Grade 11 tasks. Process books for marks each PAT should be available for evidence of originality TASK 7. 1: Paper 1 – theory = 100 marks ● Refer to the PAT guideline document TASK 7. 2: Paper 2 – practical = 100 marks FINAL EXTERNAL NCS EXTERNAL ASSESSMENT – as per the programme determined by the provincial organisers TASK 7.1: NSC PAPER 1 EXAMINATION TASK 7. 2: PAPER 2 100 MARKS ● Section A: Topic 1: Process work (50 marks) ● Section B: Topic 2: Production (50 marks) SBA SBA = 100 TASK 1 + TASK 2 + TASK 3 + TASK 4 + TASK 5 Downloaded from hlayiso.com 4