Republic of Malawi

Syllabus for

Technical drawing

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Technical drawing

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: miedirector@sdnp.org.mw

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all those who participated in various capacities,
stages and levels in the development, refinement and final production of this
syllabus. The Ministry is particularly indebted to the following for their
contributions at various stages of the development of the syllabus for technical
drawing:

Dhuya Mtawali - Directorate of Technical and

Vocational
Training
Bitmon Pindani - Malawi National Examinations Board
Cresensia Kansale (Ms) - Masongola Secondary School
Malaga Kasambara - Masongola Secondary School
Zacharia Mtuwa - Mulanje Secondary School
Blessings Kawamba (Ms) - Chichiri Secondary School
Bob Namalima - Thyolo Secondary School
Annie Mlangali (Ms) - Dedza Secondary School
Molly Kapengule (Ms) - Malawi Polytechnic

Special thanks also go to the Director of Department of Inspectorate and Advisory

Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), Coordinator of secondary school curriculum, Mrs
Enia Ngalande and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank Mangaliso J Yiwombe and Owen E Kamba
who helped in the refining of the syllabus. Finally, thanks should also go to Elton M
Lifa and Tennis Molande for providing expert advice on the syllabus during its
development.

Production team

Editing: Peter Ngunga

Typesetting and
layout: Sanderson Ndovi
Editor-In-Chief: Max J Iphani
Contents
 Page
Acknowledgements .....................................................................................................
.................. iii
Foreword .....................................................................................................................
.................... v
The secondary school curriculum in Malawi
............................................................................ vii
Developmental
outcomes .............................................................................................................
viii
Rationale for technical
drawing .................................................................................................... xi
Scope and sequence chart for Forms 1 to
4 ................................................................................ 1
Teaching syllabus for Forms 1 and
2 .......................................................................................... 6
References ..................................................................................................................
..................... 29
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that

primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of

Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to

develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,

students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the

accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal
employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable
development of the natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource
utilisation and management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the
delivery of social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and
communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on
the economy and environment
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such
as tourism, mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote
healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for technical drawing

Technical drawing is a language for the engineering and built environment and it
provides students with effective communication skills for the transfer of vocational
and entrepreneurial knowledge, skills, attitudes and values towards the
demonstration of excellence in draftsmanship. It develops imagination and
creativity leading to productivity towards the application of scientific and
technological skills for personal and national economic development.

Core elements and their outcomes

Drawing

x
The student will be able to present ideas graphically in a creative and innovative
way using appropriate media and technology

Reading and interpretation of drawings

The student will be able to read and interpret drawings in geometrical shapes,
engineering and built environments.

Application of drawing skills

The student will be able to apply drawing skills and knowledge in geometrical
shapes, engineering and built environment.

xi
xii
 Scope and sequence chart for Forms 1 to 4

Core
Form 1 Form 2 Form 3 Form 4
element
Drawing  Drawing equipment  Blending  Enlargement and  Computer aided design
- safe use of drawing equipment - blending straight reduction of similar plane - basic 2D drawings
- proper handling of drawing lines figures
equipment - blending lines and - enlargement and
- safe keeping drawing arcs reduction of similar
equipment - blending circles plane figures by sides to
given ratios
 Lines and letters - enlargement and
- types of lines reduction of similar
- printing of numbers and letters plane figures by area to
- general layout of the drawing given ratios
paper  Circles and tangents
- construction of circles
 Basic geometrical construction and tangents to satisfy
- bisection of straight lines and given condition
angles
- construction of different angles  Ellipse
- construction of parallel lines - construction of ellipse
- construction of perpendiculars - construction of tangents
- division of lines  Ellipse and normals to an
- construction of ellipse
 Scales Ellipse
- construction of plain and  Parabola
diagonal scales - construction of parabola
- construction of tangents
 Triangles and normals to parabola
- construction of equilateral,
isosceles and scalene triangles  Hyperbola
- construction of
hyperbola

1
Core
Form 1 Form 2 Form 3 Form 4
element

 Quadrilaterals and polygons  Loci

- construction of regular and - construction of loci of
irregular quadrilaterals moving parts (link
- construction of regular and mechanisms) and
irregular polygons objects
- construction of special
 Circles and tangents loci (cycloid,
- parts of a circle Archimedean spiral,
- types of circles involute and helix)
- construction of inscribed, - construction of tangents
circumscribed and escribed and normals to special
circles loci
- construction of tangents

Core
Form 1 Form 2 Form 3 Form 4
element

2
Reading and  Scales  Pictorial and  Orthographic drawing of  Development and
interpretatio - interpretation of plain and orthographic prisms and pyramids interpenetration
n of drawing diagonal scales projections - construction of - development of
- isometric orthographic views of surfaces of
projection prisms and pyramids prisms and
- oblique projection pyramids
- 1st angle  Pictorial and orthographic - line of
orthographic projection intersection
projection - 3rd angle orthographic between
projection inclined
- auxiliary views cylinders in the
- isometric projection same plane
with circles, curves and - line of
slanting faces intersection in
- oblique projection with mouldings
circles, curves and
slanting faces

- orthographic views of
lines

Core
Form 1 Form 2 Form 3 Form 4
element
Application  Scales  Blending  Ellipse  Development and
of drawing - application of plain and - Application of - construction of interpenetration
diagonal scales blending elevations of elliptical - line of
principles designs intersection in

3
 engineering
 Ellipse  Loci designs
- construction of - construction of
elliptical designs elevations of screw  Engineering
threads and coil springs drawing
- abbreviations of
 Pictorial and  Pictorial and orthographic engineering
orthographic projection terms
projections - isometric and oblique - conventional
- production of projections of representation
pictorial views of engineering of engineering
engineering and components components
built environment - sketches of
designs  Orthographic views of engineering
- production of 1st lines (lines in space) devices
angle - orthographic views of - 1st and 3rd angle
orthographic straight lines orthographic
views of - true lengths and angles projection of
engineering and of straight lines engineering
built environment - traces components
designs - 1st and 3rd angle
orthographic
projection of
sectional views
- standard
drawings of
bolts, nuts, set
screws and
studs
Core Form 1 Form 2 Form 3 Form 4
Element

- 1st and 3rd angle

orthographic

4
 projection of
assembled
components

 Building drawing
- building symbols
- basic and simple
plans
- Sectional views
of buildings
- elevations of
buildings

Teaching syllabus for Forms 1 and 2

Form 1 Term 1

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using appropriate media
and technology.

5
 Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standard learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 handle drawing Drawing  identifying drawing  discussions  chalkboards

equipment 1 explain the safe use equipment equipment  demonstration  textbooks
appropriately of drawing  selecting appropriate  question and  drawing paper
equipment equipment for different answer  T-squares
jobs  peer assessment  scale rules
 individual work  set-squares
2 handle drawing  handling drawing  pairs of
equipment properly equipment compasses
 protractors
3 keep drawing  cleaning drawing  pencils (H, 2H,
equipment safely equipment 3H)
 maintaining drawing  French curves
equipment  pairs of dividers
 storing drawing equipment  drawing boards
properly  charts
 clips/masking
tape
 erasers

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using appropriate media
and technology.

Assessment Success criteria Theme/topic Suggested teaching and Suggested Suggested

standard learning activities teaching, teaching and

6
 learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 draw different Lines and  distinguishing different types of  discussions  chalkboards

types of lines 1 identify the letters lines  group work  drawing
following types of  naming lines  demonstration paper
lines: construction;  stating use of each type of lines  question and  drawing
outlines; hidden Answer boards
detail; centre line;  drawing  T-squares
dimensioning and exercises  scale rules
break line  using different types of pencils  peer  set-squares
 measuring different lengths of assessment  pencils (H,
2 draw the following lines accurately  individual work 2H, 3H)
types of lines:  using 300mm scale rule to read  self evaluation  erasers
construction; up to 0.5mm
outlines; hidden  drawing different lengths of
detail; centre line; lines
dimensioning and  drawing different types of lines
break line

Suggested
Assessment Success criteria Theme/topic Suggested teaching and Suggested
teaching,
standard learning activities teaching and
learning and
learning
assessment
resources
methods
We will know this Students must be able

7
when the students to:
are able to:

 print  setting drawing paper

proportional 1 prepare general  drawing margin and title block
letters and
layout of drawing
numbers  drawing title block (100 x
paper
40mm): title block to contain
name; class/form; date; scale;
title

 printing upright and slanting

2 print upright and
numbers from 0 to 9 according
slanting numbers
to BS 308
in 4 and 6mm
heights
 printing upright and slanting
alphabet in upper case
3 print upright and
according to BS 308
slanting letters in
 printing upright and slanting
both upper and
alphabet in lower case
lower cases in 4
according to BS 308
and 6mm heights

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using
appropriate media and technology.

Suggested
Theme/ Suggested
Assessment Success criteria Suggested teaching and teaching,
topic teaching and
standard learning activities learning and
learning
assessment
resources
methods

8
We will know this Students must be able
when the students to:
are able to:

 make basic Basic  drawing margin and title  discussions  chalkboards

geometric 1 bisect straight lines geometrical block  group work  chalkboard
constructions 2 bisect angles construction  measuring straight lines  demonstration compasses
 naming types of angles eg  question and  drawing paper
acute, right, obtuse, answer  drawing boards
straight, reflex and angle at  drawing  T-squares
a point exercises  scale rules
 copying angles  peer assessment  set-squares
 reading angles up to ½°  individual work  pairs of
using a protractor  self evaluation compasses
 measuring angles using  protractors
protractor  pencils (H, 2H,
 bisecting straight lines and 3H)
angles  erasers

 drawing margin and title

3 construct different block
angles like 30°, 45°,  setting a pair of compasses
60°, 90° and other to a suitable radius
related angles in  making arcs
multiples of 7 ½°  drawing lines to form angles
using a pair of
compasses
Suggested
Theme/ Suggested
Assessment Success criteria Suggested teaching and teaching,
topic teaching and
standard learning activities learning and
learning
assessment
resources
methods
4 construct parallel  drawing margin and title
lines using a pair of block

9
 compasses, T-  defining parallel lines
squares and set-  drawing parallel lines using
squares T-squares for horizontal and
vertical lines; and T-square
& set-squares for vertical
and slanting lines
 constructing parallel lines
using a pair of compasses
for horizontal, vertical and
slanting lines
5 erect and drop a  drawing margin and title
perpendicular to a block
straight line  constructing a perpendicular
from a point to a straight
line
 constructing a perpendicular
at the end of a straight line
 constructing a perpendicular
6 divide lines into a at any point on a straight
maximum of 12 line
equal and
proportional parts  drawing margin and title
block
 drawing straight lines
 measuring lines
 stepping off equal divisions
using a pair of compasses
 drawing parallel lines using
set-squares

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using appropriate
media and technology.

10
 Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standard learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 construct Scales  drawing margin and title  discussions  chalkboards

different scales 1 construct plain block  group work  chalkboard
scales  calculating total scale  demonstration compasses
2 construct diagonal lengths from given data  question and  drawing paper
scales  dividing lines into equal answer  drawing boards
parts  drawing  T-squares
 marking different lengths exercises  scale ruless
on the scale  peer assessment  set-squares
 individual work  pair of
 self evaluation compasses
 pencils (H, 2H,
3H)
 erasers

Form 1 Term 2

Core element: Reading and interpretation of drawing

11
 Outcome: The student will be able to read and interpret drawings in geometrical shapes, engineering and built
environment.

Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standards learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 read and  drawing margin and title  discussions  chalkboards

interpret 1 interpret plain block  group work  chalkboard
different scales scales in relation to  reading plain scale up to 1/10  demonstration compasses
plane geometrical of a unit  question and  drawing paper
shapes  interpreting plain scale up answer  drawing boards
2 interpret diagonal to 1/10 of a unit  drawing  T-squares
scales in relation to  reading diagonal scale up exercises  scale rules
plane geometrical to 1/100 of a unit  peer assessment  set-squares
shapes  interpreting diagonal scale  individual work  pair of
up to 1/100 of a unit  self evaluation compasses
 pencils (H, 2H,
3H)
 erasers

Core element: Application of drawing

Outcome: The student will be able to apply drawing skills and knowledge in geometrical shapes, engineering and built
environment.
12
 Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standard learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 apply different  drawing margin and title  discussions  chalkboards

scales 1 apply plain scales in block  group work  chalkboard
geometrical  constructing shapes and  demonstration compasses
problems figures like polygons using  question and  drawing paper
scales answer  drawing boards
2 apply diagonal  drawing  T-squares
scales in exercises  scale rules
geometrical  peer assessment  set-squares
problems  individual work  pair of
 self evaluation compasses
 pencils (H, 2H,
3H)
 erasers

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using
appropriate media and technology.

13
 Suggested
Theme/ Suggested
Assessment Success criteria Suggested teaching teaching,
topic teaching and
standard and learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able to:
when the students
are able to:

 construct 1 construct equilateral Triangles  drawing margin and title  discussions  chalkboards
triangles from triangles given: block  group work  chalkboard
given data - the length of one  defining a triangle  demonstration compasses
side;  identifying different types  question and  drawing paper
- the perpendicular of triangles answer  drawing boards
height  drawing lines  drawing  T-squares
2 construct isosceles  drawing parallel lines exercises  scale rules
triangles given:  making arcs  peer assessment  set-squares
- base and base  constructing angles  individual work  pair of
angles;  bisecting lines and angles  self evaluation compasses
- base and side;  outlining the figures  pencils (H, 2H,
- altitude and base 3H)
angle;  erasers
- vertical height and
perimeter
3 construct scalene
triangles given:
- two angles and an
included side;
- the length of two
sides and an included
angle;
- the perimeter and
the ratio of the sides

14
 Core element: Drawing
Outcome: The student will be able to present ideas graphically in a creative and innovative way using appropriate media
and technology.

Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standard learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 construct Quadrilateral  drawing margin and title  discussions  chalkboards

regular and 1 construct the s and block  group work  chalkboard
irregular following regular polygons  drawing straight lines to a  demonstration compasses
quadrilaterals and irregular given length  question and  drawing paper
and polygons quadrilaterals eg  erecting perpendiculars answer  drawing boards
- irregular  bisecting lines  drawing  T-squares
quadrilaterals  making arcs exercises  scale rules
given sides, angles  drawing diagonals  peer assessment  set-squares
and diagonals;  drawing parallel lines  individual work  pair of
- square given  constructing angles  self evaluation compasses
length of a side;  outlining the figures  pencils (H, 2H,
- square given a 3H)
diagonal;  erasers
- rectangle given a
side and diagonal;
- parallelogram
given two sides
and angle between
the sides

15
 -

Form 1 Term 3
Core element: Drawing
Outcome: The student will be able to present ideas graphically in a creative and innovative way using
appropriate media and technology.

Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standards learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 construct Quadrilateral  drawing margin and title  discussions  chalkboards

regular and 1 construct regular s and block  group work  chalkboard
irregular and irregular polygons  drawing straight lines to a  demonstration compasses
quadrilaterals quadrilaterals eg given length  question and  drawing paper
and polygons - trapezium given  erecting perpendiculars answer  drawing boards
two parallel sides,  bisecting lines  drawing  T-squares
base angle and  making arcs exercises  scale rules
perpendicular  drawing diagonals  peer assessment  set-squares
height;  drawing parallel lines  individual work  pair of
- a rhombus given a  constructing angles  self evaluation compasses
side and a  outlining the figures  protractors
diagonal  pencils (H, 2H,
- a kite given 3H)
sufficient data  erasers
from sides,
diagonals and
angles

16
 Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standards learning activities learning and
learning
assessment
resources
methods

2 construct regular  drawing margin and title

polygons from 5 to block
10 sides given:  defining a polygon
- the length of one  identifying the following
side; types of polygons according
- diameter of an to number of sides:
inscribed circle pentagon; hexagon;
3 construct regular heptagon; octagon;
hexagons and nonagon; decagon
octagons given:  drawing circles
- the diameter of  bisecting lines
circumscribed  constructing squares
circle  constructing angles
- distance across  dividing lines and arcs into
the flats (A/F) and equal parts
across corners  measuring angles using
(A/C) protractor
 outlining the figures

 drawing margin and title

17
 4 construct irregular block
polygons up to a  constructing angles
maximum of six  making arcs
sides given  bisecting lines and angles
sufficient data  outlining figures

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using appropriate
media and technology.

Theme/ Suggested
Assessment Success criteria Suggested teaching and Suggested
topic teaching,
standards learning activities teaching and
learning and
learning
assessment
resources
methods
We will know this Students must be able to:
when the students
are able to:

 construct circles 1 identify parts of a circle Circles and  naming parts of a circle eg  group work  chalkboards
and tangents tangents circumference, diameter,  demonstration  chalkboard
radius, chord, segment,  question and compasses
sector, arc and quadrant answer  drawing
 drawing paper
exercises  drawing
2 identify types of circles  drawing a circle  peer boards
 labelling parts of a circle assessment  T-squares
 drawing concentric and  individual work  scale rules
eccentric circles  self evaluation  set-squares
 pair of
 drawing margin and title compasses
3 construct inscribed, block  pencils (H,
circumscribed and  constructing different types 2H, 3H)
escribed circles to of triangles

18
 triangles  bisecting sides and angles  erasers
 constructing circles

Theme/ Suggested
Assessment Success criteria Suggested teaching and Suggested
topic teaching,
standard learning activities teaching and
learning and
learning
assessment
resources
methods
4 construct the following:  drawing margin and title
- tangent at a point on a block
circle;  drawing circles
- tangent from a point  bisecting lines
outside a given circle; joining points to produce
- a common interior tangents
tangent to two unequal
circles; common
exterior tangent to two
equal circles;
- common exterior
tangent to two unequal
circles

19
 Form 2 Term 1

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using
appropriate media and technology.

Suggested
Theme/
Assessment Success criteria Suggested teaching and teaching, Suggested
topic
standard learning activities learning and teaching and
assessment learning
methods resources

We will know this Students must be able to:

when the students
are able to:
 blend lines and 1 blend straight lines Blending  defining blending  discussion  chalkboards
arcs meeting at right angles  drawing margin and title  group work  chalkboard
2 blend straight lines block  demonstration compasses
meeting at any angle  constructing parallel lines  question and  drawing paper
 making arcs answer  drawing
 outlining a figure  drawing boards
3 blend a line and an arc exercises  T-squares
 drawing margin and title  peer assessment  scale rules
block  individual work  set-squares
 constructing parallel lines  self evaluation  pair of
 making arcs compasses
 adding and subtracting  pencils (H, 2H,
radii 3H)

20
 4 blend two circles  outlining a figure  erasers
internally
5 blend two circles  drawing margin and title
externally block
6 construct an arc  making arcs
blending two circles  drawing circles
internally and  adding and subtracting
externally radii
 outlining a figure
Core element: Application of drawing
Outcome: The student will be able to apply drawing skills and knowledge in geometrical shapes, engineering and
built environment.

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
standards activities learning and and learning
assessment methods resources

Students must be able

We will know this to:
when the students
are able to:

 blend lines and Blending  drawing margin and title  discussion  chalkboards
arcs 1 apply blending block  group work  chalkboard
principles on  constructing elevations of  demonstration compasses
elevations of engineering components eg  question and  drawing paper
engineering gaskets; hook; bottle answer  drawing boards
components opener; brackets  drawing  T-squares
exercises  scale rules
 peer assessment  set-squares
 individual work  pair of
 self evaluation compasses
 pencils (H, 2H,
3H)

21
  erasers

Core element: Drawing

Outcome: The student will be able to present ideas graphically in a creative and innovative way using
appropriate media and technology.

Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standards learning activities learning and
learning
assessment
resources
methods
We will know this Students must be able
when the students to:
are able to:

 construct an Ellipse  defining an ellipse and  discussion  chalkboards

ellipse using 1 construct an ellipse concentric circles  group work  chalkboard
different using concentric  naming the following  demonstration compasses
methods circle method features of an ellipse:  question and  drawing paper
major axis, minor axis, answer  drawing boards
focus  drawing  T-squares
 drawing margin and title exercises  scale rules
block  peer assessment  set-squares
 drawing major axis and  individual work  pair of
minor axis  self evaluation compasses
 dividing circles into a  trammel (piece
number of equal parts of stiff paper)

22
  erecting perpendiculars  French curves
 tracing the curve/ellipse  pencils (H, 2H,
 outlining the ellipse 3H)
 erasers
 drawing margin and title
2 construct an ellipse
block
using rectangular
 drawing a rectangle
method
 dividing lines into equal
parts
 drawing intersecting lines
 tracing the curve/ellipse
 outlining the ellipse
Suggested
Suggested
Assessment Success criteria Theme/topic Suggested teaching and teaching,
teaching and
standard learning activities learning and
learning
assessment
resources
methods

3 construct an ellipse  drawing margin and title

using trammel block
method  drawing major and minor
axis
 locating focal points
 preparing a trammel (strip
of paper)
 marking the trammel
 plotting points of an ellipse
using a trammel
 tracing curve/ellipse
outlining an ellipse

23
 Core element : Application of drawing
Outcome: The student will be able to apply drawing skills and knowledge in geometrical shapes, engineering
and built environment.

Suggested Suggested
Assessment Success criteria Theme/topic Suggested teaching and
teaching, learning teaching and
standard learning activities
and assessment learning
methods resources
We will know this Students must be able
when the students to:
are able to:

 construct an Ellipse  drawing margin and title  discussion  chalkboards

ellipse using 1 apply principles block  group work  chalkboard
different of construction  constructing elevations of  demonstration compasses
methods of ellipses to elliptical designs eg date  question and  drawing paper
engineering and stamp; fish pond; spanner answer  drawing boards
built heads; picture frames;  drawing  T-squares
environment trays; table tops; door mats exercises  scale rules
designs  peer assessment  set-squares
 individual work  pair of
 self evaluation compasses
 trammel (piece

24
 of stiff paper)
 French curves
 pencils (H, 2H,
3H)
 erasers

Form 2 Term 2

Core element: Reading and interpretation of drawing

Outcome: The student will be able to read and interpret drawings in geometrical shapes, engineering and
built environment.

Theme/ Suggested
Assessment Success criteria Suggested teaching and learning Suggested
topic teaching,
standard activities teaching and
learning and
learning
assessment
resources
methods
We will know this Students must be
when the students able to:
are able to:

 produce three 1 produce pictorial Pictorial  defining isometric projection  discussion  chalkboards
dimensional views in isometric and  drawing margin and title block  group work  chalkboard
views without circles orthograph  drawing isometric axes  demonstration compasses
ic  producing isometric block from  question and  drawing paper
projection given data (Boxing) answer  drawing
 marking off dimensions of the  drawing boards
figure on the block from given data exercises  T-squares
 outlining the figure  peer  scale rules
assessment  set-squares

25
 2 produce pictorial  defining oblique projection  individual work  pair of
views in oblique  drawing margin and title block  self evaluation compasses
with circles on  drawing oblique axes at 90° x 45°  pair of dividers
front face (Cabinet Oblique)  French curves
 producing oblique block from given  pencils (H, 2H,
data 3H)
 marking off dimensions of the  erasers
figure on the block from given data  models
 outlining the figure
Theme/ Suggested
Assessment Success criteria Suggested teaching and learning Suggested
topic teaching,
standard activities teaching and
learning and
learning
assessment
resources
methods

3 produce neat  drawing margin and title block

pictorial freehand  drawing freehand isometric or
sketches in both oblique axes
isometric and  producing freehand isometric or
oblique oblique block
 marking off approximate
dimensions of a figure on a block
 outlining a figure

26
Assessment Success criteria Theme/ Suggested teaching and learning Suggested Suggested
standards topic activities teaching, learning teaching and
and assessment learning
methods resources

We will know this Students must be

when the students able to:
are able to:

 produce views 1 convert isometric Pictorial  describing orthographic projection

in orthographic and oblique views and  describing symbol for 1st angle
projection into 1st angle orthograph orthographic projection
orthographic ic  drawing margin and title block
projection projection  identifying elevations (front, end
2 produce third view and plan)
when given any  drawing XY line
two views in  identifying horizontal plane (HP)
orthographic and vertical plane (VP)
projection  interpreting pictorial views
 outlining the figure

 drawing margin and title block

 interpreting orthographic views
3 convert 1st angle  drawing isometric axes
orthographic views  produce isometric block from given
to isometric and data
oblique projection  marking off dimensions of the
figure on the block from given data

27
  outlining the figure

Form 2 Term 3

Core element: Application of drawing

Outcome: The student will be able to apply drawing skills and knowledge in geometrical shapes, engineering
and built environment.

Suggested Suggested
Assessment Success criteria Theme/topic Suggested teaching and
teaching, learning teaching and
standards learning activities
and assessment learning
methods resources
We will know this Students must be able
when the students to:
are able to:

 produce views Pictorial and  drawing margin and title  discussion  chalkboards
in pictorial and 1 apply principles of orthographic block  group work  chalkboard
orthographic pictorial projection projection  drawing three dimensional  demonstration compasses
projection to engineering and views of structures like:  question and  drawing paper
built environment housings; brackets; answer  drawing boards
designs furniture; household  drawing  T-squares
materials; workshop tools exercises  scale rules
and materials  peer assessment  set-squares
 individual work  pair of
2 apply principles of  drawing margin and title  self evaluation compasses
orthographic block  French curves
projection to  drawing 1st angle  pencils (H, 2H,
engineering and orthographic views of 3H)
built environment structures eg buildings,  erasers
designs brackets, furniture,  models
household materials and
workshop tools and

28
materials

29
References
Bankole A & Bland S (1992). Technical drawing: building drawing.
Volume 3: Longman.
Boxall VE (1975). Drawing and materials: a textbook for engineering
technicians. Edward Arnold.
Driscoll T (1993). Technical drawing for today. Books 1 & 2, Macmillan
Freebury, HA (1980). Geometrical and engineering drawing. Books 1, 2
& 3, London: Cassells
Green, JN (2007). Technical drawing for GCE and CSE. London: Harper
Collins.
Hastings, DJ (1960). Exercises in engineering drawing. 3rd Edition.
Current Technical Literature Co.
Heard, WE (1969). Engineering drawing for CSE. England: McGraw-
Hill.
Heard, WE (1969). Geometrical drawing for CSE. England: McGraw-
Hill.
Jackson, E (1969). Geometrical and engineering drawing. 3rd Edition.
Longman.
Morling, K (2010). Geometric and engineering drawing. 3rd Edition.
London: Routledge.
Omura, G (2007) Mastering AUTO CAD 2007 and AUTO CAD LT 2007.
Indianapolis: Wiley Publishing.
Parker, MA & Pickup, F (1990). Engineering drawing with worked
Examples. Volume 1. South Africa: Hutchinson.
Pickup, F & Parker, MA (1987). Engineering drawing with worked
examples. Volume 2. UK: Hutchinson.
Seeley, IH (1995). Building technology. 3rd Edition.
www.constructionbooksdirect.com
Yarwood, A (2005). Technical drawing with design: motivate series.
Malaysia: Macmillan.

30