ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

BUILDING TECHNOLOGY
AND DESIGN SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Building Technology and Design Syllabus Fotms 5 - 6

ACKNOWLEDGEMENTS

The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued
contribution in the production of this syllabus:

• Panelists for Building Technology and Design

• Government Departments : Psychomotor Activities and Public Works
• Belvedere Technical Teachers ‘College
• Zimbabwe School Examinations Council (ZIMSEC)
• University of Zimbabwe: Department of Technical Education
• Harare Institute of Technology (HIT)
• United Nations International Children’s Emergency Fund (UNICEF)
• United Nations Educational, Scientific, and Cultural Organization (UNESCO)

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Building Technology and Design Syllabus Fotms 5 - 6

CONTENTS
ACKNOWLEDGEMENTS.................................................................................... i

CONTENTS.......................................................................................................... ii

1.0 PREAMBLE................................................................................................... 1

2.0 PRESENTATION OF SYLLABUS................................................................. 1

3.0 AIMS............................................................................................................... 2

4.0 SYLLABUS OBJECTIVES............................................................................ 2

5.0 METHODOLOGY AND TIME ALLOCATION................................................. 2

6.0 TOPICS.......................................................................................................... 2

7.0 SCOPE AND SEQUENCE CHART............................................................... 4

8.0 COMPETENCY MATRIX................................................................................ 6

FORM 5................................................................................................................ 6

FORM 6 ..............................................................................................................16

9.0 ASSESSMENT............................................................................................... 23

10.0 BUILDING TECHNOLOGY AND DESIGN ASSESSMENT MODEL........... 25

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Building Technology and Design Syllabus Fotms 5 - 6

1.0 PREAMBLE • Health and Safety

• Science of materials
• Site surveying
1.1 Introduction
• Quantity surveying and estimating
• Structural analysis
This Building Technology and Design Syllabus is de-
• Architecture
signed for Forms 5 - 6 learners who have done Building
• Management of construction projects
Technology and Design from Form 1 - 4. It seeks to
• Maintenance and renovation
promote the realisation and utilization of Zimbabwe
• Building control and development
Architecture through research in order to generate
• Renewable energy
designs based on indigenous knowledge systems. It
• Intellectual Property Rights
borrows from unique heritage sites such as The Great
Zimbabwe monument and other indigenous designs
within Southern Africa. 1.4 Assumptions

The syllabus embraces inclusivity in the learning and The syllabus assumes that learners have knowledge of:
teaching of Building Technology and Design. Practical,
Theoretical, Research and Problem-solving approaches • Health and Safety
will be used in the acquisition of competency based • Building drawing and design
skills, knowledge and attitudes which are relevant to the • Material science
requirements of construction industry, commerce, further • Methods of work
studies and enterprise. • Engineering science
• Intellectual property rights
• Use and maintenance of tools and equipment
1.2 Rationale
• Enterprise skills
• Estimations
The syllabus is concerned with the development of
competency-based skills, moral and ethical attributes
to promote Unhu/Ubuntu/Vumunhu as a philosophy. It
1.5 Cross - cutting themes
emphasizes the learner’s role in making and shaping the
Building Technology and Design as a learning area has
environment whilst adding value to it. This encourages
a universal thrust which encompasses the following
the learner to employ problem solving skills to produce
cross-cutting themes:
value added products that are useful in the community,

nation and global markets. The syllabus sets out to
• Gender equity
promote desirable enterprise and life-long learning skills
• Inclusivity
relevant to contemporary society. The syllabus enables
• Teamwork
the learner to explore numerous Building Technology
• Health and safety
and Design materials, Science, Mathematics, ICTs and
• Technology and innovation
other related learning areas in a sustainable manner.
• Environmental management
• ICT
The Building Technology and Design syllabus enables
• Children’s Rights and Responsibilities
learners to develop skills in:
• Disaster Risk Management
• Heritage studies
• Innovativeness
• Invention
• Creativity and problem solving 2.0 PRESENTATION OF
• Project management
• Value addition and beneficiation
SYLLABUS
The Building Technology and Design Syllabus is a
1.3 Summary of Content single document covering Forms 5 to 6. It contains the
Preamble, Presentation of syllabus, Aims, Objectives,
This syllabus covers theory, practical and problem Methodology, Topics, Scope and Sequence, Competen-
solving activities in areas such as: cy Matrix and Assessment.

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Building Technology and Design Syllabus Fotms 5 - 6

3.0 AIMS 5.0 METHODOLOGY AND TIME

ALLOCATION
The syllabus aims to help learners to:

5.1 Methodology
3.1 appreciate the importance of health and safety
in the environment.
The syllabus is based upon interactive, learner centred,
3.2 apply scientific concepts and principles of
multi -sensory and hands-on approaches. Principles
building engineering.
of individualization, team work and research should
3.3 develop skills to carry out site surveying.
influence the use of the suggested methods. Methods
3.4 develop the ability to calculate building materi-
and principles used encourage curiosity and promote
al quantities and estimations.
practical orientated learning whereby learners apply their
3.5 promote appreciation of architecture in building
experiences, knowledge, skills and positive attitudes.
design and construction.
The approaches should also create awareness of the
3.6 appreciate the need for legislation and proper
issues of sustainability by involving learners in environ-
management of building projects.
mental and waste management. The use of ICT (CAD/
3.7 develop a maintenance, value addition and
CAM) is mandatory.
beneficiation culture.
3.8 value and utilize renewable sources of energy.
5.2 Suggested Methods
4.0 SYLLABUS OBJECTIVES • Case study
• Discussion
Learners should be able to: • Project based learning
• Educational tour
4.1 observe health and safety regulations. • E-learning
4.2 select appropriate materials to use during • Experimentation
construction processes. • Individualization
4.3 apply knowledge of science of materials to • Problem solving
building construction. • Research
4.4 demonstrate the correct use of tools and • Demonstration
equipment. • Survey
4.5 calculate building material quantities. • Visual tactile
4.6 apply knowledge of architectural concepts, • Gallery walk
principles and skills in order to solve construc- • Resource person(s)
tion related challenges in their communities. • School on the shop floor
4.7 budget resources for the construction of a • Group work
building project. • Shadowing
4.8 analyze forces that act on building structures.
4.9 demonstrate understanding of principles of
5.3 Time Allocation
maintenance, value addition and beneficiation
in their communities.
Fourteen periods of 40 minutes per week should be
4.10 demonstrate understanding of legislation gov-
allocated to adequately cover the syllabus. Two double
erning construction projects.
theory and two blocks of 5 periods for practical/experi-
4.11 justify the significance of renewable sources of
ments should be allocated. Learners should be engaged
energy as alternatives in buildings.
in at least two educational tours per year, one exhibition
4.12 demonstrate desirable interpersonal dimen-
per year, one seminar per term and attachment of two
sions, attitudes, moral and ethical values un-
weeks of April/May of Form six (6) school vacation.
derlying Unhu/Ubuntu/Vumunhu philosophy.
4.13 demonstrate enterprise skills through plan-
ning, development, implementation and evalu- 6.0 TOPICS
ation of projects.
6.1 Health and Safety
6.2 Science of materials

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Building Technology and Design Syllabus Fotms 5 - 6

6.3 Site surveying

6.4 Quantity surveying and estimating
6.5 Structural analysis
6.6 Architecture
6.7 Management of construction projects
6.8 Maintenance and renovation
6.9 Building control and development
6.10 Renewable energy
6.11 Intellectual Property Rights

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Building Technology and Design Syllabus Forms 5 - 6

7.0 SCOPE AND SEQUENCE CHART

7.0 SCOPE AND SEQUENCE CHART

TOPIC FORM 5 FORM 6

7.1 Health and Safety  Disaster management  Waste management

 Work site management  Environmental impact assessment
 Occupational Health and safety .

7.2 Science of materials  Properties and characteristics of materials  Material tests

7.3 Site surveying  Land surveying

7.4 Quantity surveying and  Quantity surveying  Tendering and Estimating

estimating

7.5 Structural analysis  Forces on building structures  Design of structures

7.6 Architecture  Zimbabwe Architecture  Design, drawing and modeling

 African Architecture (Southern Africa)
 Exotic Architecture (Roman and Greek)
 Design and Drawing
7.7 Management of construction  Building Contracts  Business enterprises
projects  Management of construction projects

7.8 Maintenance and renovation  Rehabilitation and maintenance of

infrastructure
 Adaptation of buildings

 Building constructional processes  Building Model By-laws

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Building Technology and Design Syllabus Forms 5 - 6

TOPIC FORM 5 FORM 6

7.9 Building control and

development

7.10 Renewable energy  Renewable energy systems

7.11 Intellectual property rights  Patenting

5
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Building Technology and Design Syllabus Forms 5 - 6

8.0 COMPETENCY MATRIX

FORM 5
8.0 COMPETENCY MATRIX
8.1 TOPIC
FORM 5 1: HEALTH AND SAFETY
8.1 TOPIC 1: HEALTH AND SAFETY

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able (ATTITUDES,SKILLS AND ACTIVITIES
to: KNOWLWDGE)
8.1.1 Disaster  demonstrate fire drill  Fire drill procedures  Demonstrating fire drill  Procedure manual
Management procedures procedures  Assembly points
 Reacting to fire  Resource persons
outbreaks  Firefighting equipment
 identify safety outlets  Equipment  Selecting the right  ICT tools
equipment/procedures  Regulatory Acts
 Standards Association of
 identify equipment for  International Zimbabwe(SAZ)
use in cases of fire organisation for  First Aid kit and equipment
outbreak standards (ISO)
certification

 support the affected  First Aid procedures  practicing First Aid

8.1.2 Work Site  plan the layout design  Site layout  Planning and designing  Print media
Management site layouts  ICT tools
 Work site plans
 demonstrate  Organizational structure  Organizing work sites
organizational of a work site
structure of a work site

 demonstrate a  Maintenance of buildings  Monitoring and repairing

maintenance culture within the school and
community
8.1.3 Occupational  determine the level of  Work environment  Determining the level of  Educational tours
Health and health and safety in  Work procedures health and safety in  ICT tools
Safety various work - rules various work  Health and Safety Act
environments - regulations environments (research)

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Building Technology and Design Syllabus Forms 5 - 6

8.2 TOPIC 2: SCIENCE OF MATERIALS

8.2 TOPIC 2: SCIENCE OF MATERIALS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.2.1 Properties and  describe properties of  Physical and chemical  Describing properties  Print media
characteristics materials properties of materials of materials  ICT tools
 Materials
 explain the working  Working properties of  Explaining the working
properties of materials materials properties of materials

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Building Technology and Design Syllabus Forms 5 - 6

8.3 TOPIC 3: SITE SURVEYING

8.3 TOPIC 3: SITE SURVEYING

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.3.1 Land  discuss land surveying  Land survey  Discussing land  Resource persons
Surveying procedures procedures surveying procedures  Surveying tools and equipment
 ICT tools
 describe principles and  Concepts, principles  Describing principles  Educational tours
techniques and techniques and techniques  Print media

 identify surveying tools and  Tools and equipment  Identifying surveying

equipment tools and equipment

 describe use and care of tools  Land survey methods  Describing use and
and equipment care of surveying tools
and equipment
 describe surveying methods  Describing methods of
surveying
 demonstrate surveying  Demonstrating
methods procedures of
surveying

8
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Building Technology and Design Syllabus Forms 5 - 6

8.4 TOPIC 4: QUANTITY SURVEYING AND ESTIMATING

8.4 TOPIC 4: QUANTITY SURVEYING AND ESTIMATING

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
KNOWLWDGE)
8.4.1 Quantity  discuss the principles of  Theory of quantity  Outlining of principles of  Resource persons
Surveying quantity surveying surveying quantity surveying  ICT tools
 Site visits
 explain the role of a quantity  Role of a quantity  Explaining the role of a  Educational tour
surveyor surveyor quantity surveyor

 demonstrate procedures of  Procedure of calculating  Demonstrating procedures

calculating building building quantities: of calculating building
quantities - taking off quantities
- waking up
- abstracting
- bill of quantities

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Building Technology and Design Syllabus Forms 5 - 6

8.5 TOPIC 5: STRUCTURAL ANALYSIS

8.5 TOPIC 5: STRUCTURAL ANALYSIS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.5.1 Forces on  describe types of forces  Forces acting on  Describing types of  Resource person
building structures: forces  Print media
structures - compression  ICT tools
- tension
- shear
- torsion
- strain
- stress

 discuss effects of forces  Effects of forces on  Discussing the effects

structures of forces on buildings
- foundations
- walls
- columns
- beams
- trusses
 calculate slenderness ratio  Slenderness ratio  Calculating
of walls and columns slenderness ratio of
walls and columns

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Building Technology and Design Syllabus Forms 5 - 6

8.6 TOPIC 6: ARCHITECTURE

8.6 TOPIC 6: ARCHITECTURE

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.6.1 Zimbabwe  identify indigenous  Indigenous designs  Identifying indigenous  Print /embossed media
Architecture designs (cultural perspective) designs  ICT tools
 Resource person
 Heritage sites
 analyze structures of  Analyzing structures of  Braille material and equipment
indigenous designs indigenous designs  Talking books

 analyze architectural  Heritage sites eg:  Analyzing architectural

significance of heritage Great Zimbabwe significance of heritage
sites sites

8.6.2 African  identify relationships of  Designs and patterns  Identifying relationships  Print /embossed media
Architecture the designs and patterns of the designs and  ICT tools
(Southern used patterns used  Resource person
African)  Heritage sites
 Braille material and equipment
 Talking books

8.6.3 Exotic  analyze the Roman and  Roman architecture  Analyzing the Roman  Print /embossed media
Architecture Greek architectural  Greek architecture and Greek architectural  ICT tools
designs designs  Resource person
 Heritage sites
 Braille material and equipment
 Talking books

8.6.4 Design and  generate design ideas  Working drawings of  Generating design
Drawing single storey ideas  ICT tools
buildings.  Print media

 produce working

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Building Technology and Design Syllabus Forms 5 - 6

drawings of single storey  Producing working

buildings. drawings of single
storey buildings.

 apply architectural  Architectural design  Applying architectural

concepts to design concepts concepts to design
buildings buildings.

14

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Building Technology and Design Syllabus Forms 5 - 6

8.7 TOPIC 7: MANAGEMENT OF CONSTRUCTION PROJECTS

8.7 TOPIC 7: MANAGEMENT OF CONSTRUCTION PROJECTS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.7.1 Building  identify types of contracts  Types of contract  Identifying types of  Resource persons
Contracts agreements contracts  Sample contract documents

 distinguish contract  Contract documents  Distinguishing contract

documents documents
 evaluate legal provisions  Evaluating legal
in contracts provisions in contracts

8.7.2 Management of  discuss construction  Project as a concept  Discussing construction  ICT tools
Construction project management  Management project management  Resource persons
Projects concepts concepts: concepts  Educational tours
- planning
- organizing
- directing
/controlling
- leading

 distinguish project team  Project team roles  Distinguishing project

roles team roles

 construct schedules of  Scheduling  Constructing schedules

work techniques of work
- Gantt chart

 examine sequence of  Cost benefit analysis  Examining sequence of

operation for economic operation for economic
production production

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Building Technology and Design Syllabus Forms 5 - 6

8.8 TOPIC 8: MAINTENANCE AND RENOVATION

8.8 TOPIC 8: MAINTENANCE AND RENOVATION

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.8.1 Rehabilitation  develop a maintenance  Maintenance culture  Developing a  ICT tools
and culture. maintenance culture.  Resource persons
Maintenance  Talking books
of
Infrastructure  distinguish between planned  Planned and  Distinguishing between
and unplanned unplanned planned and unplanned
maintenance. maintenance maintenance.

 justify rehabilitation, value  Rehabilitation, value  Justifying rehabilitation,

addition and beneficiation. addition and value addition and
beneficiation beneficiation.

8.8.2 Adaptation of  discuss requirements for  Change of building  Discussing  Resource persons
Buildings change of building use use (adaptation) requirements for  Educational tours
change of structure use  Building By-laws

 observe steps followed when  Procedure for  Observing steps

adapting buildings changing building use followed when adapting
buildings

 identify effects of building  Effects of change in  Identifying effects of

adaptations building use building adaptations

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Building Technology and Design Syllabus Forms 5 - 6

8.9 TOPIC 9: BUILDING CONTROL AND DEVELOPMENT

8.9 TOPIC 9: BUILDING CONTROL AND DEVELOPMENT

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.9.1 Building  describe stages involved  Stages in building  Describing stages  ICT tools
Constructional in building constructional construction involved in building  Site visits
Processes processes processes: constructional  Electronic media
- preliminary site processes  Print media
work
- sub-structure
work
- super structure
work

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Building Technology and Design Syllabus Forms 5 - 6

FORM 6: COMPETENCY MATRIX

8.1 TOPIC 1: HEALTH AND SAFETY

FORM 6: COMPETENCY MATRIX

8.1 TOPIC 1: HEALTH AND SAFETY

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.1.1 Waste  identify methods of waste  Waste disposal  Identifying methods of  ICT tools
Management management methods waste disposal  Print media
 Resource persons
 observe relevant by-laws  By-laws  Observing relevant by-  Site visits
laws  Waste matter
 By-laws

 examine alternative  Waste management  Examining alternative

strategies for managing methods strategies for managing
waste waste

8.1.2 Environmental  assess the construction  Environmental control  Implementing  ICT tools
Impact environment environmental impact  Print media
Assessment assessment  Resource persons
 Site visits
 Reducing, reusing,  Waste matter
recycling  By-laws

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Building Technology and Design Syllabus Forms 5 - 6

8.2 TOPIC 2: SCIENCE OF MATERIALS

8.2 TOPIC 2: SCIENCE OF MATERIALS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.2.1 Material tests  demonstrate different  Soil tests  Demonstrating different  Educational tours
material tests  Concrete tests material tests  Real materials
 Brick tests  Testing equipment
 Timber tests  ICT tools
 Steel tests  Resource persons
 Cement tests  Print media
 Aggregate tests

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Building Technology and Design Syllabus Forms 5 - 6

8.4 TOPIC 4: QUANTITY SURVEYING AND ESTIMATION

8.4 TOPIC 4: QUANTITY SURVEYING AND ESTIMATION

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
KNOWLWDGE)
8.4.1 Tendering and  identify types of tender  Tendering documents  Identifying types of tender  ICT tools
Estimating  Resource persons
 describe the process of  Tender process and  Describing the process of  Educational tours
tendering procedures tendering  Braille
 Types of tender  Talking books

 explain the importance of  Estimation  Explaining the importance

estimation of estimation

8.5 TOPIC 5: STRUCTURAL ANALYSIS

8.5 TOPIC 5: STRUCTURAL ANALYSIS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.5.1 Design of  illustrate knowledge of  Design of structures  Illustrating knowledge  ICT tools
structures forces by designing and such as: of forces by designing  Resource persons
modeling structures - Roofs structures  Educational tours
- Beams  Model making  Models
- Columns
- Foundations
- Stair cases
- Decks
- Water reservoirs
- Bridges
- Arches

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Building Technology and Design Syllabus Forms 5 - 6

8.6 TOPIC 6: ARCHITECTURE

8.6 TOPIC 6: ARCHITECTURE

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.6.1 Design, Drawing  design to meet client’s  Design process  Designing to meet  ICT tools
and Modeling brief client’s brief  Print media
(school and  Suitable model making material
community)  Sample designs
 Videos
 apply CAD skills to solve  Computer Aided  Applying CAD skills to
practical problems in Design (CAD) solve practical
their communities applications problems in their
communities
 Computer Aided  Manufacturing artifacts
Modeling(CAM) using CAM applications
applications

 evaluate own work  Evaluating own work

basing on the design basing on the design

 produce realistic  Design realisation  Producing realistic

artefacts artefacts

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Building Technology and Design Syllabus Forms 5 - 6

8.7 TOPIC 7: MANAGEMENT OF CONSTRUCTION PROJECTS

8.7 TOPIC 7: MANAGEMENT OF CONSTRUCTION PROJECTS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to: (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.7.1 Business  identify business models  Business models  Identifying business  ICT tools
Enterprises models  Resource persons
 discuss enterprise skills  Enterprise skills  Discussing enterprise  Print media
skills  Educational tours
 develop project  Project proposals  Developing project
proposals proposals
 Budgets and  Calculating production
 calculate production production costs costs
costs

8.9 TOPIC 9: BUILDING CONTROL AND DEVELOPMENT

8.9 TOPIC 9: BUILDING CONTROL AND DEVELOPMENT

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED RESOURCES

Learners should be able to (ATTITUDES,SKILLS ACTIVITIES
AND KNOWLWDGE)
8.9.1 Building Model  identify relevant by-laws  Building model by-  Discussing relevant by-  Resource persons
By-laws for planning and laws laws for planning and  Local authorities
construction purposes construction purposes  Model Building By-laws
 ICT tools
 describe building  Building regulations  Describing building  Talking books
regulations governing regulations governing
stages of development stages of development

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Building Technology and Design Syllabus Forms 5 - 6

8.10 TOPIC 10: RENEWABLE ENERGY

8.10 TOPIC 10: RENEWABLE ENERGY

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.10.1 Renewable  identify types of  Types of renewable  Identifying renewable  Educational tours
Energy renewable energy energy systems: energy systems  Resource persons
Systems systems - photo voltaic  ICT tools
system(PV)  Safety Regulations Act
- hot water system
- biogas digester

 identify equipment for  Equipment for solar  Identifying equipment

solar energy systems energy systems for solar energy
systems
 explain the importance of  Importance  Explaining the
renewable energy of renewable importance of
systems in buildings energy systems renewable energy
systems in buildings

 design and construct a  Biogas digester  Designing and

biogas digester constructing a biogas
digester for a school or
community.

 observe safety  Safety considerations  Observing safety

considerations in the considerations in the
construction of construction of
renewable energy renewable energy
systems systems

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Building Technology and Design Syllabus Forms 5 - 6

8.11 TOPIC 11: INTELLECTUAL PROPERTY RIGHTS

8.11 TOPIC 11: INTELLECTUAL PROPERTY RIGHTS

SUB-TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED RESOURCES

Learners should be able to (ATTITUDES,SKILLS AND ACTIVITIES
AND KNOWLWDGE)
8.11.1 Patenting  describe the patenting  Patenting process  Describing the  Resource persons
process patenting process  ICT tools
 Print media
 carry out patenting  Copyrights and claims  Carrying out patenting  Patents Act
procedures to protect procedures to protect
innovations and innovation and
inventions inventions

22 26
9.0 ASSESSMENT

Forms 5-6 Building Technology and Design is assessed through continuous and summative assessment methods.
The syllabus scheme of assessment is based on the principle of inclusivity. Arrangements, modifications and
provisions for the assessment of candidates with special needs will be made to allow equal opportunities in accurate
performance and measurement of abilities.

Learners are required to design and realize a community based project as continuous assessment by October of
Form 6. They are also required to write 2 exercises based on Building Technology and Design Theory, 2 exercises
based on Design and Drawing and 2 practical exercises that should be submitted as continuous assessment at the
end of each year. The subject teacher will set and mark the exercises, as well as record the marks using ZIMSEC
guidelines.

ZIMSEC will provide a template for the assessment of soft skills. Subject teachers will be required to provide a file for
each learner where each of the exercises and marked scripts will be kept. In addition, subject teachers will also be
required to create a file where exercises / question papers and marking guides for each exercise administered as well
as recorded marks will be kept. ZIMSEC and Ministry of Primary and Secondary Education personnel will monitor the
programme.

School heads will submit continuous assessment marks for design projects at the end of the year in Form 6 as
provided for by ZIMSEC.

9.1 ASSESSMENT OBJECTIVES

By the end of the learning phase, learners will be assessed on the ability to:

9.1.1 observe health and safety regulations.

9.1.2 select appropriate materials to use during construction processes.
9.1.3 apply knowledge of science of materials to building construction.
9.1.4 demonstrate the correct use of tools and equipment.
9.1.5 calculate building material quantities.
9.1.6 apply knowledge of architectural concepts, principles and skills in order to solve construction related challeng-
es in their communities.
9.1.7 budget resources for the construction of a building project.
9.1.8 analyze forces that act on building structures.
9.1.9 demonstrate understanding of principles of maintenance, value addition and beneficiation in their communi-
ties.
9.1.10 demonstrate understanding of legislation governing construction projects.
9.1.11 justify the significance of renewable sources of energy as alternatives in buildings.
9.1.12 demonstrate desirable interpersonal dimensions, attitudes, moral and ethical values underlying
Unhu/Ubuntu/Vumunhu philosophy.
9.1.13 demonstrate enterprise skills through planning, development, implementation and evaluation of projects.

CONTINUOUS AND SUMMATIVE ASSESSMENT

Continuous and summative assessment will be carried out in the Building Technology and Design Theory, Design and
Drawing, Practical Work and Design Project. The weighting of the components are as follows:

Summative Assessment 60%

Continuous Assessment 40%

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Continuous and summative assessment will be carried out in the Building Technology and Design Theory, Design and Drawing
Project. The weighting of the components are as follows:
Building Technology
Summative and Design Syllabus
Assessment 60% Fotms 5 - 6
Continuous Assessment 40%

Assessment Paper 1 Paper 2 Paper 3 Design TOTALS

Mode Building Design and Practical Project
Technology and Drawing
Design Theory

Summative 20% 20% 20% 60%

Continuous 5% 5% 10% 20% 40%

SCHEME OF ASSESSMENT
SCHEME OF ASSESSMENT
There are three papers: Paper 1- Building Technology and Design Theory, 3 hrs; Paper 2- Design and Drawing, 15 hrs
There are three papers: Paper 1- Building Technology and Design Theory, 3 hrs; Paper 2- Design and Drawing, 15 hrs and
and Paper 3 Practical, 6hrs
Paper 1 – Building Technology and Design Theory (3hrs). Three sections will be offered:
Paper 1 – Building Technology and Design Theory (3hrs). Three sections will be offered:
Section A – Ten compulsory questions based on all sections of the syllabus.
Section A – Ten compulsory questions based on all sections of the syllabus.
Section B – Five questions will be offered from Science of Materials, Management of Construction Projects, Architecture, S
Renewable Energy. Candidates to answer any two.
Section B – Five questions will be offered from Science of Materials, Management of Construction Projects, Architec-
SectionAnalysis
ture, Structural C – A problem solving question
and Renewable Energy.based on Design
Candidates and Drawing
to answer any two.principles. It tests design thinking.

Section C – A problem solving question based on Design and Drawing principles. It tests design thinking.
Paper 2 – Design, Drawing and modeling (15 hrs)
Paper 2 – Design, Drawing and modeling (15 hrs)
Three questions will be set based on CAD applications from the following areas – Architecture, Renewable Energy and Structur
Candidates
Three to will
questions answer one
be set question.
based on CAD applications from the following areas – Architecture, Renewable Energy
and Structural Analysis. Candidates to answer one question.
Paper 3 – Practical (6hrs)
Paper 3 – Practical
Practical question(6hrs)
will be set on the following areas: Quantity Surveying, Land Surveying, Building Constructional processes..
Practical question will be set on the following areas: Quantity Surveying, Land Surveying, Building Constructional
processes..
Design Project (Continuous Assessment)
Design Project (Continuous Assessment)
Guidelines for the project will be sent to Centres by November of Form 5.
Guidelines The project will be done during the course of the year
for the project will be sent to Centres by November of Form 5. The project will be done during the course
October of Form 6.
of the year beginning January to October of Form 6.

SPECIFICATION GRID GRID

SPECIFICATION

Assessment Paper 1 Paper 2 Paper 3

Objectives Building Technology Design and Practical
and Design Drawing
1. X X X
2. X X X
3. X X X
4. X X X
5. X X X
6. X X X
7. X X X
8. X X
9. X X X
10. X X X
11 X X X
12 X
13 X X X
Weighting 20% 20% 20%

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Building Technology and Design Syllabus Fotms 5 - 6

Objectives Paper 1 Paper 2 Paper 3

Knowledge with 50% 20% 30%
understanding
Practical skills 20% 50% 50%
and their
application
Decision making 30% 30% 20%
and judgment
TOTAL 100% 100% 100%

10.0 BUILDING TECHNOLOGY AND DESIGN ASSESSMENT MODEL

Assessment of learner performance in Building Technology and

10.0 BUILDING TECHNOLOGY AND DESIGN ASSESSMENT MODEL
Design
100%
Assessment of learner performance in Building Technology and Design
100%

Continuous assessment 40% Summative Assessment 60%

Continuous Assessment Summative Assess
40% 60%

Profiling Building Design Practical Design Building Design Practical

Technology and Work Design and Work
Building Practical Project Technology

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ile13. ASSESSMENT Project Work Design,
Technology and Design Drawing 10%
Work Work and Design Drawing 20%
20% Drawing &
and Design Theory 10% 20% Theory and modeling
5% 5%
Building
Modelling 20%
Theory Design and Technology
5% Drawing and Design
Profile Theory
5% Continuous Assessment 20%
40%

Continuous assessment 40% Examination mark 60%

ile Examination mark
Exit 60%
Profile

FINAL MARKS 100%

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