Technology and Living

CURRICULUM AIMS

Technology and Living is one of the subjects in the Technology Education Key Learning Area (TE KLA) at junior secondary level. The learning and teaching is purposeful, progressive, and iterative in nature which involves the coordination of the mind (problem-solving) and hands (hands-on experiences) in the major areas of studies on food, clothing, home, and family.

The curriculum aims of the junior Technology and Living curriculum are to enable students to:

• master life skills independently so as to lead a better life;
• develop positive attitudes and values for the well-being of their families and society as a whole;
• be responsible citizens and informed consumers, willing to contribute to the well-being of individuals, families, and society;
• demonstrate good use of management, problem-solving, and organisational skills in handling physical and socio-economic resources for individuals, families, the community, and society as a whole;
• analyse contextual factors contributing to the well-being of the individual, family, and society, by applying knowledge from the Food and Nutrition strand or the Fashion and Textiles strand; and
• evaluate critically the impact of social, cultural, economic, scientific, and technological developments of individuals, families, and society. 

SYLLABUS FOR S1-S2

The curriculum framework for junior Technology and Living embodies the key knowledge, skills, values, and attitudes that students are to develop at junior secondary level. We hope to encourage students to build up a solid knowledge base and develop higher-order thinking skills, problem-solving skills, and other generic skills to meet future challenges as well.

A project-based approach will be used in carrying out the curriculum. The following are some of the major projects to be carried out:

1. Food tests – Investigation of eggs
2. Nutritional investigation of common snacks
3. Healthy meal plans for teenagers
4. The truth of slimming phenomenon
5. Chinese and western table manners
6. Creative handicraft product design
7. Knitting for donation
8. STEM projects – S1 (2023 onwards) and S2 (2024 onwards)

 ASSESSMENT OBJECTIVES

Assessment is the practice of collecting evidence of student learning. The aims of assessment are to improve learning and teaching as well as to recognise the achievement of students. Therefore, it is designed in line with the curriculum aims and framework and with the learning process. The assessments in Technology and Living aim to evaluate students’ ability to:

• demonstrate knowledge and understanding of concepts, principles, theories, and issues presented in the areas of Food and Health, and Family Living.
• apply such knowledge and understanding to analyse and solve problems which may involve familiar and unfamiliar situations.
• collect, select, analyse, reflect, and evaluate information in relation to the specified subject content.
• demonstrate communication and collaboration skills using a wide variety of methods and present information in a logical and coherent structure appropriate to the nature of the activity.
• act responsibly with positive values and attitudes in contributing to the well-being of individuals, families, and society.

ASSESSMENT DESIGN

Level	COMPONENT	PART	WEIGHTING
S1	School Based Assessment	1. STEAM Projects (with oral presentations) 2. Daily Practical Work 3. Written Assignment (self-reflection report, worksheet, short quiz)	1. 25% 2. 45% 3. 30%
S2	School Based Assessment	1. Projects (with oral presentations) 2. Daily Practical Work 3. Written Assignment (self-reflection report, worksheet, short quiz)	1. 25% 2. 45% 3. 30%