ENGINEERING

CURRICULUM FOR SECONDARY

EDUCATION (SHS 1 - 3) NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION

MINISTRY OF EDUCATION
REPUBLIC OF GHANA SEPTEMBER 2023
 GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)

MINISTRY OF EDUCATION

REPUBLIC OF GHANA

PHYSICAL AND HEALTH

REPUBLICEDUCATION
OF GHANA CURRICULUM
FOR BASIC 7 – 10
ENGINEERING
(COMMON CORE PROGRAMME)
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)

SEPTEMBER 2020
September, 2023
 ENGINEERING
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

©2023 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.

2 | ENGINEERING
FOREWORD

Through the National Council for Curriculum and Assessment (NaCCA), Ghana’s The curriculum for Senior High School (SHS), Senior High Technical School
Ministry of Education has introduced a series of curriculum reforms to improve (SHTS) and Science, Technical, Engineering and Mathematics (STEM), which
the quality and relevance of learning experiences in pre-tertiary schools in constitutes the next phase, is designed to ensure the continuation of learning
the country. These reforms will improve learning through the introduction of experiences from JHS. It introduces flexible pathways for progression to facilitate
innovative pedagogies that encourage critical thinking and problem-solving. For the choice of subjects necessary for further study, the world of work and adult
a long time, our learners memorise facts and figures, which does not develop life. The new SHS, SHTS and STEM curriculum emphasises the acquisition of
their analytical and practical skills. The Ministry recognises that learners need 21st Century skills and competencies, character development and instilling of
to be equipped with the right tools, knowledge, skills and competencies to deal national values. Social and Emotional Learning (SEL), Information Communications
with the fast-changing environment and the challenges facing their communities, Technology, Gender Equality and Social Inclusion, have all been integrated into
the nation and the world. the curriculum. Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
These curriculum reforms were derived from the Education Strategic Plan
three-year programme.
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework The Ministry of Education’s reform aims to ensure that graduates of our secondary
(NPLAF), which were all approved by Cabinet in 2018.The new standards-based schools can successfully compete in international high school competitions and,
curriculum implemented in 2019 in basic schools, aims to equip learners to at the same time, be equipped with the necessary employable skills and work
apply their knowledge innovatively to solve everyday problems. It also prioritises ethos to succeed in life. The Ministry of Education, therefore, sees the Senior
assessing learners’ knowledge, skills, attitudes, and values, emphasising their High School (SHS) curriculum as occupying a critical place in the education
achievements. The content of the basic school standards-based curriculum was system – providing improved educational opportunities and outcomes for further
therefore designed to promote a curriculum tailored to the diverse educational studies, the world of work and adult life – and is consequently prioritising its
needs of the country’s youth. It addresses the current curriculum’s deficiencies implementation.
in learning and assessment, especially in literacy and numeracy. These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.

ENGINEERING | 3
ACKNOWLEDGEMENTS

This standards-based SHS curriculum was created using the National Pre- made by personnel from various universities, colleges of education Industry
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education players, Vice Chancellors Ghana, Vice Chancellors Technical Universities as well
Assessment Guide (SEAG), and the Teacher and Learner Resource Packs which as educators and learners working within the Ghana education landscape.
include Professional Learning Community (PLC) Materials and Subject Manuals
Special appreciation is extended to consultants who contributed to development
for teachers and learners. All the above-mentioned documents were developed by
of the curriculum. The development process involved multiple engagements
the National Council for Curriculum and Assessment (NaCCA).The Ministry of
between national stakeholders and various groups with interests in the curriculum.
Education (MoE) provided oversight and strategic direction for the development
These groups include the teacher unions, the Association of Ghana Industries,
of the curriculum with NaCCA receiving support from multiple agencies of
and heads of secondary schools.
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular, NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES), the National School Inspectorate Authority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET), West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions

4 | ENGINEERING
CONTENTS

FOREWORD 3 STRAND 2. ENERGY SYSTEMS 79

SUB-STRAND 1. CIRCUITS AND MACHINES 79
ACKNOWLEDGEMENTS 4
SUB-STRAND 2. RENEWABLE ENERGY SYSTEMS 83
THE SHS CURRICULUM OVERVIEW 7
SUB-STRAND 3. ENERGY EFFICIENCY AND CONSERVATION 87
INTRODUCTION 8 STRAND 3. SYSTEMS DESIGN AND PROTOTYPING 91
PHILOSOPHY,VISION AND GOAL OF ENGINEERING 19 SUB-STRAND 1. ENGINEERING DESIGN 91
ENGINEERING CURRICULUM DEVELOPMENT PANEL 20 SUB-STRAND 2. RAPID PROTOTYPING 95
SCOPE AND SEQUENCE 21 STRAND 4. AUTOMATION AND EMBEDDED SYSTEMS 99
SUB-STRAND 1. AUTOMATION TECHNOLOGIES 99
YEAR ONE SUB-STRAND 2. EMBEDDED SYSTEMS 101
STRAND 1. ENGINEERING PRACTICE 23
SUB-STRAND 1. ENGINEERING IN SOCIETY 23
YEAR THREE
SUB-STRAND 2 HEALTH AND SAFETY IN ENGINEERING PRACTICE 27 STRAND 1. ENGINEERING PRACTICE 106
SUB-STRAND 3. ETHICS AND PROFESSIONAL PRACTICE 31 SUB-STRAND 1. ENGINEERING IN SOCIETY 106
STRAND 2. ENERGY SYSTEMS 34 SUB-STRAND 2. HEALTH AND SAFETY IN ENGINEERING PRACTICE 110
SUB-STRAND 1. CIRCUIT AND MACHINES 34 SUB-STRAND 3. ETHICS AND PROFESSIONAL PRACTICE 114
SUB-STRAND 2. RENEWABLE ENERGY SYSTEMS 39 STRAND 2. ENERGY SYSTEMS 117
SUB-STRAND 3. ENERGY EFFICIENCY AND CONSERVATION 43 SUB-STRAND 1. CIRCUITS AND MACHINES 117
STRAND 3. SYSTEMS DESIGN AND PROTOTYPING 47 SUB-STRAND 2. RENEWABLE ENERGY SYSTEMS 121
SUB-STRAND 1. ENGINEERING DESIGN 47 SUB-STRAND 3. ENERGY EFFICIENCY AND CONSERVATION 125
SUB-STRAND 2. RAPID PROTOTYPING 51 STRAND 3. SYSTEMS DESIGN AND PROTOTYPING 129
STRAND 4 AUTOMATION AND EMBEDDED SYSTEMS 53 SUB-STRAND 1. ENGINEERING DESIGN 129
SUB-STRAND 1 AUTOMATION TECHNOLOGIES 53 SUB-STRAND 2. RAPID PROTOTYPING 133
SUB-STRAND 2. EMBEDDED SYSTEMS 57 STRAND 4. AUTOMATION AND EMBEDDED SYSTEMS 137
SUB-STRAND 1. AUTOMATION TECHNOLOGIES 137
YEAR TWO SUB-STRAND 2. EMBEDDED SYSTEMS 142
STRAND 1. ENGINEERING PRACTICE 68
SUB-STRAND 1. ENGINEERING IN SOCIETY 68
SUB-STRAND 2. HEALTH AND SAFETY IN ENGINEERING PRACTICE 71
SUB-STRAND 3. ETHICS AND PROFESSIONAL PRACTICE 75

ENGINEERING | 5
6 | ENGINEERING
THE SHS CURRICULUM OVERVIEW

The vision for this curriculum is to ensure the nation has a secondary education the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
system that enables all Ghanaian children to acquire the 21st Century skills, Equality and Social Inclusion as tools for learning and skills for life. Shared
competencies, knowledge, values and attitudes required to be responsible citizens, Ghanaian values are also embedded in the curriculum.
ready for the world of work, further studies and adult life.The nation’s core values The curriculum writing process was rigorous and involved developing and using
drive the SHS curriculum, and it is intended to achieve Sustainable Development a Curriculum Writing Guide which provided systematic instructions for writers.
Goal 4: ‘Inclusive, equitable quality education and life-long learning for all’. Above The process was quality assured at three levels: through (a) evaluation by national
all, it is a curriculum enabling its graduates to contribute to the ongoing growth experts, (b) trialling curriculum materials in schools and (c) through an external
and development of the nation’s economy and well-being. evaluation by a team of national and international experts. Evidence and insights
The curriculum is inclusive, flexible, and robust. It was written under the auspices from these activities helped hone the draft’s final version. The outcome is a
of the National Council for Curriculum and Assessment by a team of expert curriculum coherently aligned with national priorities, policies and the needs
curriculum writers across Ghana. It reflects the needs of critical stakeholders, of stakeholders. A curriculum tailored to the Ghanaian context ensures that all
including industry, tertiary education, the West African Examination Council, SHS learners benefit from their schooling and develop their full potential.
learners, teachers, and school leaders. It has been written based on the National The following section highlights the details of the front matter of the draft
Pre-Tertiary Learning and Assessment Framework and the Secondary Education curriculum.The vision, philosophy and goal of the curriculum are presented.This is
Policy. followed by the details of the 21st Century skills and competencies, teaching and
The key features of the curriculum include: learning approaches, instructional design and assessment strategies.The template
for the curriculum frame, which outlines the scope and sequence, the design that
• flexible learning pathways at all levels, including for gifted and talented learners
links the learning outcomes to particular 21st Century skills and competencies,
and those with deficiencies in numeracy and literacy, to ensure it can meet
as well as Gender Equality and Social Inclusion, Social and Emotional Learning and
the needs of learners from diverse backgrounds and with different interests
Ghanaian values are presented together with the structure of the lesson frame
and abilities.
showing the links between the content standards, learning indicators with their
• the five core learning areas for secondary education: science and technology, corresponding pedagogical exemplars and assessment strategies.
language arts, humanities, technical and vocational and business; with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills, core competencies,

ENGINEERING | 7
INTRODUCTION

Effective implementation of this Senior High School (SHS) curriculum is the Goal of Senior High School Curriculum
key to creating a well-educated and well-balanced workforce that is ready to The goal of the curriculum is to achieve relevant and quality SHS through the
contribute to Ghana’s progress by harnessing the potential of the growing youth integration of 21st Century skills and competencies as set out in the Secondary
population, considering the demographic transition the country is currently Education Policy. The key features to integrate into the curriculum are:
experiencing (Educational Strategic Plan [ESP] 2018-2030). SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people, • Foundational Knowledge: literacy, numeracy, scientific literacy, information,
including those in disadvantaged and underserved communities, those with special communication and digital literacies, financial literacy and entrepreneurship,
educational needs and those who are gifted and talented. Senior High School cultural identity, civic literacy and global citizenship
allows young people to develop further skills and competencies and progress • Competencies: critical thinking and problem-solving, innovation and creativity,
in learning achievement, building from the foundation laid in Junior High School. collaboration, and communication
This curriculum intends to meet the learning needs of all high school learners • Character Qualities: discipline, integrity, self-directed learning, self-confidence,
by acquiring 21st Century skills and competencies to prepare them for further adaptability and resourcefulness, leadership, and responsible citizenship.
studies, the world of work and adult life. Changing global economic, social and The JHS curriculum has been designed to ensure that learners are adequately
technological context requires life-long learning, unlearning, and continuous equipped to transition seamlessly into SHS, where they will be equipped with
processes of reflection, anticipation and action. the relevant knowledge, skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
Philosophy of Senior High School Curriculum nurturing core values within an environment of quality education to ensure the
The philosophy underpinning the SHS curriculum is that every learner can develop their transition to further study, the world of work and adult life. This requires the
potential to the fullest if the right environment is created and skilled teachers effectively delivery of robust secondary education that meets the varied learning needs of
support them to benefit from the subjects offered at SHS. Every learner needs to be the youth in Ghana.The SHS curriculum, therefore, seeks to develop learners to
equipped with skills and competencies of interest to further their education, live a become technology-inclined, scientifically literate, good problem-solvers who can
responsible adult life or proceed to the world of work. think critically and creatively and are equipped to communicate with fluency, and
possess the confidence and competence to participate fully in Ghanaian society
Vision of Senior High School Curriculum as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and The SHS curriculum is driven by the nation’s core values of truth, integrity,
adult life. It aims to equip all learners with the 21st Century skills and competencies diversity, equity, discipline, self-directed learning, self-confidence, adaptability
required to be responsible citizens and lifelong learners. When young people are and resourcefulness, leadership, and responsible citizenship, and with the intent
prepared to become effective, engaging, and responsible citizens, they will contribute of achieving the Sustainable Development Goal 4: ‘Inclusive, equitable quality
to the ongoing growth and development of the nation’s economy and well-being. education and life-long learning for all’. The following sections elaborate on the
critical competencies required of every SHS learner:

8 | ENGINEERING
Gender Equality and Social Inclusion (GESI) based, inquiry-based, and other learner-centred pedagogy should be used. As well
• Appreciate their uniqueness about others. as aligning with global best practices, these approaches also seek to reconnect
• Pay attention to the uniqueness and unique needs of others. formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times. This is aligned with
• Value the perspective, experience, and opinion of others.
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
• Respect individuals of different beliefs, political views/ leanings, cultures, and confident citizens who can engage effectively in a global world. Digitalisation,
religions. automation, technological advances and the changing nature of work globally
• Embrace diversity and practise inclusion. mean that young people need a new set of skills, knowledge and competencies
• Value and work in favour of a democratic and inclusive society. to succeed in this dynamic and globalised labour market.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them. Critical Thinking and Problem-Solving Competency
• Gain clarity about misconceptions/myths about gender, disability, ethnicity, • Ability to question norms, practices, and opinions, to reflect on one’s values,
age, religion, and all other excluded groups in society perceptions, and actions.
• Interrogate and dispel their stereotypes and biases about gender and other • Ability to use reasoning skills to come to a logical conclusion.
disadvantaged and excluded groups in society. • Being able to consider different perspectives and points of view
• Appreciate the influence of socialisation in shaping social norms, roles, • Respecting evidence and reasoning
responsibilities, and mindsets.
• Not being stuck in one position
• Identify injustice and advocate for change.
• Ability to take a position in a discourse
• Feel empowered to speak up for themselves and be a voice for other
• The overarching ability to apply different problem-solving frameworks to
disadvantaged groups.
complex problems and develop viable, inclusive, and equitable solution options
21st Century Skills and Competencies that integrate the above-mentioned competencies, promote sustainable
In today’s fast-changing world, high school graduates must be prepared for the development,
21st Century world of work. The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills Creativity
and competencies to adapt to the global economy. Critical thinking, creativity, • Ability to identify and solve complex problems through creative thinking.
collaboration, communication, information literacy, media literacy, technology • Ability to generate new ideas and innovative solutions to old problems.
literacy, flexibility, leadership, initiative, productivity, and social skills are needed. • Ability to demonstrate originality and flexibility in approaching tasks and
These skills help learners to keep up with today’s fast-paced job market. Employers challenges.
want workers with more than academic knowledge.The 21st Century skills and • Collaborating with others to develop and refine creative ideas
competencies help graduates navigate the complex and changing workplace. • Ability to incorporate feedback and criticism into the creative process
Also, these help them become active citizens who improve their communities. • Utilising technology and other resources to enhance creativity
Acquisition of 21st Century skills in high school requires a change in pedagogy
• Demonstrating a willingness to take risks and experiment with new approaches
from the approach that has been prevalent in Ghana in recent years. Teachers
• Adapting to changing circumstances and further information to maintain
should discourage and abandon rote memorisation and passive learning. Instead,
creativity
they should encourage active learning, collaboration, and problem-solving, project-

ENGINEERING | 9
• Integrating multiple perspectives and disciplines to foster creativity • Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Ability to communicate creative ideas effectively to a variety of audiences • Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
Collaboration principles.
• Abilities to learn from others; to understand and respect the needs, • Participate in the creative use of the expressive arts and engage in aesthetic
perspectives, and actions of others (empathy) appreciation.
• Ability to understand, relate to and be sensitive to others (empathic leadership) • Use and apply a variety of digital technologies
• Ability to deal with conflicts in a group • Be digitally literate with a strong understanding of ICT and be confident in
• Ability to facilitate collaborative and participatory problem-solving its application.
• Ability to work with others to achieve a common goal. • Be equipped with the necessary qualifications to gain access to further and
• Ability to engage in effective communication, active listening, and the ability higher education and the world of work and adult life
to compromise. • Ability to apply knowledge practically in the workplace so that they are able
• Ability to work in groups on projects and assignments. to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
Communication in the development of the country
• Know the specific literacy and language of the subjects studied • Be able to think critically and creatively, anticipate consequences, recognise
• Use language for academic purposes opportunities and be risk-takers
• Communicate effectively and meaningfully in a Ghanaian Language and English • Ability to pursue self-directed learning with the desire to chart a path to
Language become effective lifelong learners.
• Communicate confidently, ethically, and effectively in different social contexts. • Independent thinkers and doers who show initiative and take action.
• Communicate confidently and effectively to different participants in different • Ability to innovate and think creatively, building on their knowledge base so
contexts that they take risks to achieve new goals
• Ability to communicate effectively verbally, non-verbally and through writing. • Ability to think critically and solve problems so that they become positive
• Demonstrate requisite personal and social skills that are consistent with change agents at work, in further study and in their personal lives.
changes in society • Be motivated to adapt to the changing needs of society through self-evaluation
• Ability to express ideas clearly and persuasively, listen actively, and respond and ongoing training
appropriately • Be able to establish and maintain innovative enterprises both individually and
• Ability to develop digital communication skills such as email etiquette and in collaboration with others.
online collaboration. • Be able to ethically prioritise economic values to ensure stability and autonomy
• Ability to engage in public speaking, debate, and written communication. • Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
Learning for Life
others
• Understand subject content and apply it in different contexts
• Feel empowered in decision-making processes at various levels e.g., personal,
• Apply mathematical and scientific concepts in daily life group, class, school, etc.

10 | ENGINEERING
• Be able to seek and respond to assistance, guidance and/or support when • Ability to negotiate values, principles, goals, and targets, in a context of conflicts
needed. of interests and trade-offs, uncertain knowledge and contradictions
• Ability to make and adhere to commitments.
Anticipatory Competency
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well. • Ability to understand and evaluate multiple futures – possible, probable, and
• Be enthusiastic, with the knowledge, understanding and skill that enable them desirable
to progress to tertiary level, the world of work and adult life. • Ability to create one’s vision for the future.
• Ability to transition from school to the world of work or further study by • Ability to apply the precautionary principle
applying knowledge, skills and attitudes in new situations. • Ability to assess the consequences of actions
• Be independent, have academic and communication skills such as clarity of • Ability to deal with risks and changes
expression (written and spoken), and the ability to support their arguments.
Strategic Competency
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life. • Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
Global and Local (Glocal) Citizenship • Ability to understand the bigger picture and the implications of smaller actions
• Appreciate and respect the Ghanaian identity, culture, and heritage on them
• Be conscious of current global issues and relate well with people from different
Self-Awareness Competency
cultures
• Act in favour of the common good, social cohesion and social justice • The ability to reflect on one’s role in the local community and (global) society
• Have the requisite personal and social skills to handle changes in society • Ability to continually evaluate and further motivate one’s actions
• Appreciate the impact of globalisation on the society. • Ability to deal with one’s feelings and desires
• Ability to be an honest global citizen displaying leadership skills and moral Social Emotional Learning (SEL): Five Core Competencies with
fortitude with an understanding of the wider world and how to enhance
Examples
Ghana’s standing.
1. Self-Awareness
Systems Thinking Competency
Understanding one’s emotions, thoughts, and values and how they
• Ability to recognise and understand relationships influence one’s behaviour in various situations. This includes the ability
• Ability to analyse complex systems to recognise one’s strengths and weaknesses with a sense of confidence and
• Ability to think of how systems are embedded within different domains and purpose. For instance:
different scales
• Integrating personal and social identities;
• Ability to deal with uncertainty
• Identifying personal, cultural, and linguistic assets;
Normative Competency • Identifying one’s emotions;
• Ability to understand and reflect on the norms and values that underlie one’s • Demonstrating honesty and integrity;
actions • Connecting feelings, values, and thoughts;

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• Examining prejudices and biases; adapting to diverse social and cultural demands and opportunities, taking the
• Experiencing self-efficacy; initiative, and asking for or offering assistance when necessary. For instance:
• Having a growth mindset; • Communicating effectively;
• Developing interests and a sense of purpose; • Building positive relationships;
• Demonstrating cultural competence;
2. Self-Management
• Working as a team to solve problems;
The capacity to control one’s emotions, thoughts, and actions in a
• Constructively resolving conflicts;
variety of situations and to realise one’s ambitions. This includes delaying
obtaining one’s desires, dealing with stress, and feeling motivated and accountable • Withstanding negative social pressure;
for achieving personal and group goals. For instance: • Taking the initiative in groups;
• Seeking or assisting when needed;
• Managing one’s emotions;
• Advocating for the rights of others.
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation; 5. Responsible Decision-Making
• Setting personal and group goals; The capacity to make thoughtful and constructive decisions regarding
• Using planning and organisation skills; acting and interacting with others in various situations. This includes
• Having the courage to take the initiative; weighing the pros and cons of various personal, social, and group well-being
• Demonstrating personal and collective agency; actions. For example:
• Demonstrating curiosity and an open mind;
3. Social Awareness
• Solving personal and social problems;
The capacity to comprehend and care for others regardless of their backgrounds,
• Learning to make reasonable decisions after analysing information, data, and facts;
cultures, and circumstances.This includes caring for others, understanding larger
historical and social norms for behaviour in different contexts, and recognising • Anticipating and evaluating the effects of one’s actions;
family, school, and community resources and supports. For instance: • Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Recognising others’ strengths
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Demonstrating empathy and compassion
• Evaluating personal, interpersonal, community, and institutional impacts
• Caring about others’ feelings
• Understanding and expressing gratitude Learning and Teaching Approaches
• Recognising situational demands and opportunities Learning and teaching should develop learners as self-directed and lifelong learners.
• Understanding how organisations and systems influence behaviour Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
4. Relationship Skills solve authentic and real-life problems. Learners need to be exposed to a variety
The capacity to establish and maintain healthy, beneficial relationships and adapt of learning experiences to enable them to collaborate with others, construct
to various social situations and groups. This includes speaking clearly, listening meaning, plan, manage, and make choices and decisions about their learning.This
attentively, collaborating, solving problems and resolving conflicts as a group, will allow them to internalise newly acquired knowledge and skills and help them

12 | ENGINEERING
to take ownership of their education.The 21st Century skills and competencies a problem or scenario and are asked to work together to find a solution.This
describe the relevant global and contextualised skills that the SHS curriculum approach encourages learners to take an active role in their learning and helps
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting, them develop important skills such as critical thinking and problem-solving.
aRithmetic and cReativity).These skills and competencies, as tools for learning and One of the main benefits of problem-based learning is that it encourages
teaching and skills for life, will allow learners to become critical thinkers, problem- learners to take ownership of their learning. By working together to solve
solvers, creators, innovators, good communicators, collaborators, digitally literate, problems, learners can develop important skills such as collaboration and
and culturally and globally sensitive citizens who are life-long learners with a keen communication. Additionally, problem-based learning can help learners develop
interest in their personal development and contributing to national development. a deeper understanding of the material as they apply it to real-world situations.
Given the diverse needs of learners, teachers need to have a thorough grasp • Project-Based Learning: Project-based learning is a hands-on approach to
of the different pedagogies as they design and enact meaningful learning learning that involves learners in creating a project or product.This approach
experiences to meet the needs of different learners in the classroom. The allows learners to take an active role in their learning and encourages them to
teaching-learning techniques and strategies should include practical activities, develop important skills such as critical thinking, problem-solving, collaboration,
discussion, investigation, role play, problem-based, context-based, and project- and communication. One of the main benefits of project-based learning is
based learning. Active learning strategies have become increasingly popular in that it allows learners to apply what they have learned in the classroom to
education as they provide learners with meaningful opportunities to engage real-world situations. Additionally, project-based learning can help learners
with the material. These strategies emphasise the use of creative and inclusive develop important skills from each other and develop a deeper understanding
pedagogies and learner-centred approaches anchored on authentic and enquiry- of the material.
based learning, collaborative and cooperative learning, differentiated teaching and • Talk for Learning Approaches: Talk for learning approaches (TfL) are a
learning, holistic learning, and cross-disciplinary learning.They include experiential range of techniques and strategies that are used to encourage learners to
learning, problem-based learning, project-based learning, and talk-for-learning talk by involving them in discussions and debates about the material they are
approaches. Some of the pedagogical exemplars to guide learning and teaching learning. This approach encourages learners to take an active role in their
of the SHS curriculum include: learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
• Experiential Learning: Experiential learning is a hands-on approach to One of the main benefits of TfL is that it encourages learners to think deeply
learning that involves learners in real-world experiences.This approach focuses about the material they are learning. By engaging in discussions and debates,
on the process of learning rather than the result. Learners are encouraged to learners can develop a deeper understanding of the material and make
reflect on their experiences and use them to develop new skills and knowledge. connections between different concepts.
Experiential learning can take many forms, including internships, service
• Initiating Talk for Learning: Initiating talk for learning requires the use
learning, and field trips. One of the main benefits of experiential learning is
of strategies that would encourage learners to talk in class. It helps learners
that it allows learners to apply what they have learned in the classroom to
to talk and participate meaningfully and actively in the teaching and learning
real-world situations. This can help them develop a deeper understanding of
process. Apart from developing skills such as communication and critical
the material and make connections between different concepts. Additionally,
thinking, it also helps learners to develop confidence. Some strategies for
experiential learning can help learners develop important skills such as critical
initiating talk among learners are Activity Ball; Think-Pair-Share; Always,
thinking, problem-solving and communication.
Sometimes, Never True; Matching and Ordering of Cards.
• Problem-Based Learning: Problem-based learning is an approach that
• Building on What Others Say: Building on what others say is an approach
involves learners in solving real-world problems. Learners are presented with
that involves learners in listening to and responding to their classmates’

ENGINEERING | 13
 ideas. This approach encourages learners to take an active role in their or sticky notes with different ideas or concepts into a diamond shape, with
learning and helps them develop important skills such as critical thinking the most important idea at the top and the least important at the bottom.
and communication. One of the main benefits of building on what others The Diamond Nine activity encourages learners to think critically about a
say is that it encourages learners to think deeply about the material they topic and prioritise their ideas. It also promotes collaboration and discussion
are learning. By listening to their classmates’ ideas, learners can develop a among group members.Teachers can use this activity to introduce a new topic,
deeper understanding of the material and make connections between different review material, or assess student understanding.
concepts. Additionally, building on what others say can help learners develop • Group Work/Collaborative Learning: Group work or collaborative
important skills such as collaboration and reflection. Some of the strategies learning are effective strategies for managing talk for learning in the classroom.
to encourage learners to build on what others say are brainstorming, concept These strategies encourage learners to work together to solve problems, share
cartoons, pyramid discussion, and 5 Whys, amongst others. ideas, and learn from each other. Group work and collaborative learning also
• Managing Talk for Learning: Managing talk for learning requires the use of promote communication and collaborative skills that are essential for success
various strategies to effectively coordinate what learners say in class. Effective in the workplace and in life. To implement group work effectively, teachers
communication is a crucial aspect of learning in the classroom.Teachers must must provide clear guidelines and expectations for group members. They
manage talk to ensure that learners are engaged, learning, and on-task in should also monitor group work to ensure that all learners are participating
meaningful and purposeful ways. Some strategies for managing learners’ and on-task. Teachers can also use group work as an opportunity to assess
contributions are debates, think-pair-share, sage in the circle etc. individual student understanding and participation.
• Structuring Talk for Learning: One effective way to shape learners’ • Inquiry-Based Learning: Learners explore and discover new information
contributions is to structure classroom discussions. Structured discussions by asking questions and investigating.
provide a framework for learners to engage in meaningful dialogue and develop • Problem-Based Learning: Learners are given real-world problems to solve
critical thinking skills. Teachers can structure discussions by providing clear and must use critical thinking and problem-solving skills.
guidelines, such as speaking one at a time, listening actively, and building on • Project-Based Learning: Learners work on long-term projects that relate
each other’s ideas. One popular structured discussion technique is the “think- to real-world scenarios.
pair-share” method. In this method, learners think about a question or prompt • Flipped Classroom: Learners watch lectures or instructional videos at
individually, and then pair up with a partner to discuss their ideas. Finally, home and complete assignments and activities in class.
the pairs share their ideas with the whole class. This method encourages all
• Mastery-Based Learning: Learners learn at their own pace and only move
learners to participate and ensures that everyone has a chance to share their
on to new material once they have mastered the current material.
thoughts. Another effective way to structure talk for learning is to use open-
• Gamification: Learning is turned into a game-like experience with points,
ended questions. Open-ended questions encourage learners to think deeply
rewards, and competition.
and critically about a topic. They also promote discussion and collaboration
among learners. Teachers can use open-ended questions to guide classroom These strategies provide learners with opportunities to engage with the material
discussions and encourage learners to share their ideas and perspectives. in meaningful ways and develop important skills such as critical thinking, problem-
Other strategies that can be used are Concept/Mind Mapping, “Know,” “Want solving, collaboration, and communication. By incorporating these strategies into
to Know,” “Learned” (KWL); Participatory Feedback; and the 5 Whys. their teaching, teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world. Effective communication
• Diamond Nine: The Diamond Nine activity is a useful tool for managing talk
is essential for learning in the classroom. Teachers must manage talk to ensure
for learning in the classroom. This activity involves ranking items or ideas in
that learners are engaged in learning and on-task. Strategies such as structuring
order of importance or relevance. Learners work in groups to arrange cards

14 | ENGINEERING
talk for learning, using Diamond Nine activities, and implementing group work/ as analysis, evaluation, and creation, which are essential for success in today’s
collaborative learning can help teachers manage talk effectively and promote complex and rapidly changing world. This framework is a valuable tool for
student learning and engagement. By implementing these strategies, teachers educators who want to design effective learning experiences that challenge
can create a positive and productive learning environment where all learners students at the appropriate level and help them develop higher-order thinking
can succeed. skills. By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
Universal Design for Learning (UDL) in the SHS Curriculum The six hierarchical levels of the revised Bloom’s Taxonomy are:
The design of the curriculum uses UDL to ensure the creation of flexible learning
1. Remember – At the foundation is learners’ ability to remember. That is
environments that can accommodate a wide range of learner abilities, needs, and
retrieving knowledge from long-term memory. This level requires learners
preferences.The curriculum is designed to provide multiple means of engagement,
to recall concepts—identify, recall, and retrieve information. Remembering is
representation, and action and expression, so teachers can create a more inclusive
comprised of identifying, listing, and describing. Retrieving relevant knowledge
and effective learning experience for all learners. UDL is beneficial for all learners,
from long-term memory includes, recognising, and recalling is critical for this
but it is particularly beneficial for learners needing special support and learners
level.
who may struggle with traditional teaching approaches. The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping 2. Understand – At understanding, learners are required to construct meaning
all learners reach their full potential. For instance, teachers need to: that can be shown through clarification, paraphrasing, representing, comparing,
contrasting and the ability to predict. This level requires interpretation,
• incorporate multiple means of representation into their pedagogy, such as demonstration, and classification. Learners explain and interpret concepts at
using different types of media and materials to present information. this level.
• provide learners with multiple means of action and expression, such as giving 3. Apply – This level requires learners’ ability to carry out procedures at the
them options for how they can demonstrate their learning. right time in a given situation.This level requires the application of knowledge
• consider incorporating multiple means of engagement into their choice to novel situations as well as executing, implementing, and solving problems.
of pedagogy, such as incorporating games or interactive activities to make To apply, learners must solve multi-step problems.
learning more fun and engaging. 4. Analyse – The ability to break things down into their parts and determine
By doing these, teachers can help ensure that the curriculum is accessible and relationships between those parts and being able to tell the difference between
effective for all learners, regardless of their individual needs and abilities. what is relevant and irrelevant. At this level, information is deconstructed, and
its relationships are understood. Comparing and contrasting information and
Curriculum and Assessment Design: Revised Bloom’s Taxonomy organising it is key. Breaking material into its constituent parts and detecting
and Webb’s Depth of Knowledge how the parts relate to one another and an overall structure or purpose is
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s required. The analysis also includes differentiating, organising and attributing.
Depth of Knowledge (DoK) as frameworks to design what to teach and assess. 5. Evaluate – The ability to make judgments based on criteria. To check
The Revised Bloom’s Taxonomy provides a framework for designing effective whether there are fallacies and inconsistencies.This level involves information
learning experiences. Understanding the different levels of learning, informed the evaluation, critique, examination, and formulation of hypotheses.
creation of activities and assessments that challenge learners at the appropriate 6. Create – The ability to design a project or an experiment. To create, entails
level and help them progress to higher levels of thinking. Additionally, the learners bringing something new.This level requires generating information—
framework emphasises the importance of higher-order thinking skills, such planning, designing, and constructing.

ENGINEERING | 15
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and The main distinction between these two conceptual frameworks is what is
learners understand the level of cognitive engagement required for different measured. The revised Bloom’s Taxonomy assesses the cognitive level that
types of learning tasks.The framework includes four levels. By understanding the learners must demonstrate as evidence that a learning experience occurred.
four DoK levels, educators can design learning activities that challenge students The DoK, on the other hand, is focused on the context—the scenario, setting, or
to engage in deeper thinking and problem-solving. DoK is an essential tool for situation—in which learners should express their learning. In this curriculum, the
designing effective instruction and assessments. By understanding the different revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
levels of DoK, teachers can design instruction and assessments that align with assessment of learning.The taxonomy provides the instructional framework, and
what they intend to achieve. DoK is a useful tool for differentiating instruction the DoK analyses the assignment specifics. It is important to note that Bloom’s
and providing appropriate challenges for all learners. Teachers can use DOK to Taxonomy requires learners to master the lower levels before progressing to the
Agricultural Science 
identify students who need additional support or those who are ready for more next. So, suppose the goal is to apply a mathematical formula. In that case, they
advanced tasks. The four levels assessment
of Webb’s’ task DoKrequires
assessment learners to analyse are:
framework and evaluate must
composite
first real-world
be able toproblems with formula
identify that predictable and outcomes.
its primaryA learner
purpose must(remember
apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is
and understand).The cognitive rigour is therefore presented in incremental expected of learners at this steps
level.
• Level 1: Recall and Reproduction
3. Level 4: Extended– Assessment Critical at this level isand
Thinking on recall
Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
toThe
demonstrate the
belearning progression. Wheninvestigate,
measuring andassessments
reflect while in DoK,
of facts, concepts, information, and procedures—this
authentic involves basic
problems with unpredictable knowledge
outcomes is the goal. learner must able to strategically analyse, working
to specific
solve a problem, learners move fluidly through all levels. In the same example, while solving a
acquisition. Learners are asked questionsortochanginglaunch their approach
activities, to accommodate new information. The assessment requires sophisticated and creative thinking. As
exercises,
part of this assessment, the learner must know how to evaluate problem theirwith a formula,
progress learners recall
and determine whether thethey
formula are on(DoK
track1)totoa solve
feasiblethe problem
solution for
and assessments.The assessment is focused on recollection and reproduction.
themselves. (DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
• Level 2: Skills of Conceptual
The main Understanding
distinction between – Assessment
these two at this level
conceptual the learner may progress to DoK 4.
goes beyond simple recall to includeismaking
frameworks what connections
is measured. between The revised pieces of
Bloom's
information. The learner’s Taxonomy
application assesses
of skillsthe andcognitive
conceptslevel isthat learners
assessed. The must Webb’s Depth of Knowledge Assessment
demonstrate as evidence that
assessment task is focused more on the use of information to solve multi-stepa learning experience
occurred. The DoK, on the other hand, is focused on the Extende
problems. A learner is required
context—theto make decisions
scenario, aboutorhow
setting, to apply facts
situation—in which
Recall/
Reproduction
Basic Skills/
Concepts
Strategic
Thinking d
Reasonin
and details provided to them.
learners should express their learning. In this curriculum, the g

• Level 3: Strategic Reasoning – At this

revised Bloom's level, theguided
taxonomy learner’s strategic
the design, andthinking
the DoK is Create
used toand
and reasoning which is abstract guide the assessment
complex is assessed. of The
learning. The taxonomy
assessment task
DOK 1 DOK 2

provides the instructional framework, and the DoK analyses

requires learners to analyse and evaluate composite real-world problems with Evaluate
the assignment specifics. It is important to note that Bloom's
predictable outcomes. ATaxonomy
learner must requiresapplylearners
logic, employ
to master problem-solving
the lower levels
strategies, and use skillsbefore
from multiple
progressing subject
to theareasnext. toSo,generate
suppose the solutions.
goal is to Analyse
DOK 3 DOK 4
Multitasking is expectedapply
of learners at this level.
a mathematical formula. In that case, they must first be
• Level 4: Extended Critical able toThinking
identify that and formula
Reasoning and –itsAtprimarythis level purpose
of Apply DOK 2
(remember and understand). The cognitive rigour is
assessment, the learner’stherefore
extendedpresented
thinking in to incremental
solve complex and authentic
steps to demonstrate DOK 1

problems with unpredictable outcomes

the learning is the goal.When
progression. The learner
measuring mustassessments
be able to in Understand

strategically analyse, investigate, and reflect

DoK, learners movewhilefluidlyworking
throughtoallsolve levels.a problem,
In the same
or changing their approach example, while solvingnew
to accommodate a problem
information.with Thea formula,
assessmentlearners Remember
recall the formula (DoK 1) to solve the
requires sophisticated and creative thinking. As part of this assessment, the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
learner must know howsolved,to evaluate their progress and determine whether
the learner may progress to DoK 4.
they are on track to a feasible solution for themselves. Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment

The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
16 | ENGINEERING DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK) Bloom’s Taxonomy applied to DoK
Assessment
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
The structure of teaching and the assessment should align with the six levels should be used to assess specific domains of Bloom’s Taxonomy as illustrated
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK in the table below:

Depth of Knowledge (DoK) Assessment Bloom’s Taxonomy applied to DoK

• Level 1: Recall and Reproduction • Remembering, Understanding, Application, Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding, Application, Analysis and Creation
• Level 3: Strategic Thinking • Understanding, Application, Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding, Application, Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework, comprehension, whereas higher DoK levels might be more appropriate for
the Secondary Education Assessment Guide (SEAG) requires that classroom assessing more complex skills such as analysis, synthesis, and evaluation.
assessments should cover Assessment as learning (AaL), Assessment of • Develop assessment items that align with the DoK levels and the skills and
learning (AoL) and Assessment for learning (AfL). Therefore, teachers competencies you want to assess. These items should be designed to elicit
should align the Revised Bloom’s Taxonomy with the DoK framework of evidence of learning across the different levels of the DoK framework.
assessment. Formative assessments should include classroom discussions, project- • Administer the assessment and collect data. Analyse the data to gain insights
based assignments, and self-reflection exercises, while summative assessments into student learning and identify areas where learners may need additional
should include standardised tests and rubric-based evaluations of learners’ work. support or instruction.
It is important to seek feedback from learners themselves, as they may have The DoK framework is a powerful tool for assessing the acquisition of 21st
unique insights into how well they are developing these skills in the classroom. Century skills and competencies in the classroom, helping teachers to better
To assess 21st Century skills and competencies in the classroom, teachers will understand how learners are learning and identify areas for improvement.
have to use a combination of both formative and summative assessments to Educational success is no longer about producing content knowledge, but rather
evaluate learners’ acquisition of these skills and competencies. For instance: about extrapolating from what we know and applying the knowledge creatively
• Identify the specific 21st Century skills and competencies to be assessed. For in new situations.
instance, you might want to assess critical thinking, problem-solving, or creativity. The overall assessment of learning at SHS should be aligned with the National
• Align the skills and competencies with the DoK levels. For example, lower Pre-Tertiary Learning and Assessment Framework and the Secondary Education
DoK levels might be more appropriate for assessing basic knowledge and Assessment Guide. Formative and summative assessment strategies must be used.

ENGINEERING | 17
Definition of Key Terms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills, • Assessment: It is the systematic collection and analysis of data about
and abilities that learners should possess and be able to demonstrate after learners’ learning to improve the learning process or make a judgement
completing a learning experience.They are specific, measurable, attainable, and on learner achievement levels. Assessment is aimed at developing a deep
aligned with the content standards of the curriculum. It helps the teachers understanding of what learners know, understand, and can do with their
to determine what to teach, how to teach, and how to assess learning. Also, knowledge because of their educational experiences. Assessment involves the
it communicates expectations to learners and helps them to better master use of empirical data on learners’ learning to improve learning. Assessment is
the subject. an essential aspect of the teaching and learning process in education, which
• Learning Indicators: They are measures that allow teachers to observe enables teachers to assess the effectiveness of their teaching by linking learner
progress in the development of capacities and skills. They provide a simple performance to specific learning outcomes.
and reliable means to evaluate the quality and efficacy of teaching practices, • Teaching and Learning Resources: Teaching and learning resources are
content delivery, and attainment of learning outcomes. essential tools for teachers to provide high-quality education to their learners.
• Content Standards: It is a statement that defines the knowledge, skills, and These resources can take various forms, including textbooks, audiovisual
understanding that learners are expected to learn in a particular subject area materials, online resources, and educational software. It is also important to
or grade level.They provide a clear target for learners and teachers and help avoid stereotypes and use inclusive language in teaching and learning resources.
focus resources on learner achievement. This means avoiding language that reinforces negative stereotypes and using
• Pedagogical Exemplars: They are teaching examples used to convey values language that is respectful and inclusive of all individuals regardless of their
and standards to learners. Pedagogical Exemplars are usually demonstrated background. Using a consistent tone, style, and design is very important.
through teacher behaviour.

18 | ENGINEERING
PHILOSOPHY, VISION AND GOAL OF ENGINEERING

Philosophy Thus, Engineering Education, which is a component of STEM Education, must

The next generation of creators and technology developers can be empowered be a means to understanding the essential dynamics that lead to creativity and
through observation, curiosity, exposure to related engineering concepts and solving problems while recognising the level of such principles that are sufficient
opportunities that leverage practical activities in a learner-centred environment, for the design and building of functional systems and devices. The focus should
leading to global and local (“glocal”) relevance. thus be on applying knowledge and principles to design and build devices and
systems of technology aimed at solving problems by applying critical thinking,
Vision creativity and innovation, leading to the building of 21st-century skills and
A skilled learner armed with 21st-century skills and competencies in critical competencies necessary to make our country a nation of producers rather
thinking, designing, and development of engineering-based solutions for than one of consumers.
increasingly complex societal problems.
Rationale
Goal Ghana has an opportunity to take a quantum leap in development by transforming
The goal of this course is to create and nurture sustained interest in practical its subsistence economy into a high-value-added, skill-based and technology-
engineering concepts among senior high school learners while preparing them driven one. To realise this goal requires a computational, practical, and thinking-
for the world of work, adult life and further educational pursuits. based education for learners. The rationale of this engineering curriculum is to
encourage learners to take ownership of a learning process that allows them to
Contextual Issues think critically and practically create automation solutions targeted at the 4th
Engineering Education at Ghanaian Senior High Schools (SHS) is a new initiative industrial revolution using readily available resources, especially those obtained
arising from the desire of the Ministry of Education to strengthen the teaching locally.
of STEM in Ghanaian SHS. Although Science and Mathematics have been regular
subjects at all times in the Secondary Education curriculum, the concept of
STEM, which is a curriculum-based, interdisciplinary and integrated approach
to teaching and learning based on four specific areas of Science, Technology,
Engineering, and Mathematics (STEM) is a novelty at the SHS level. Contextually,
the teaching of the Science and Mathematics is completely delinked from the
skills and competencies that result from the teaching of STEM as defined above,
as the Sciences and Mathematics are studied in their respective silos without the
conceptual awareness of their relationships and applications.

ENGINEERING | 19
ENGINEERING CURRICULUM DEVELOPMENT PANEL

WRITERS 5. Joana Vanderpuije 16. Sharon Antwi-Baah

Name Institution 6. Anita Collison 17. Dennis Adjasi

1. Prof. Emmanuel Assumming Kwame Nkrumah University of Science 7. Rebecca Abu Gariba 18. Ogyampo S. Amankwah
Frimpong and Technology 8. Genevieve Mensah 19. Abigail Owusu Oduro
2. Prof. Emmanuel Akowuah Kwame Nkrumah University of Science 9. Veronica Odom 20. Priscilla B. Plange
and Technology
10. Joachim Seyram Honu 21. Abigail Birago Owusu
REVIEWERS
11. Dr. Mercy Nyamekye 22. Uriah Otoo
Name Institution
EXTERNAL QUALITY ASSURANCE TEAM
1. Prof. Abdul-Rahman Ahmed Kwame Nkrumah University of Science
1. Prof. Kwame Akyeampong 4. Dr. Esinam Avornyo
and Technology
2. Dr. Jane Cullen 5. Dr. Christopher Yaw Kwaah
CURRICULUM WRITING GUIDE TEAM
3. Dr. Sean Higgins
2. Name Institution
3. Prof. Winston Abroampa Kwame Nkrumah University of Science
and Technology
4. Cosmos Eminah University of Education, Winneba
5. Aaron Akwaboah Ministry of Education
6. Evans Odei Achimota School
7. Paul Michael Cudjoe Prempeh College
8. Ahmed Amihere University of Education, Winneba
NaCCA TEAM
1. Prof K. O. Kwarteng 12. Bridget Anku
2. Prof Edward Appiah 13. Anthony Sarpong
3. Mr. Matthew Owusu 14. Seth Nii Nartey
4. Reginald Quartey 15. Kenneth Wontumi

20 | ENGINEERING
SCOPE AND SEQUENCE

Engineering Summary
S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS 1 LO LI CS LO LI CS LO LI
1. Engineering Practice Engineering In Society 1 2 5 1 1 2 1 2 4
Health And Safety In Engineering Practice 1 2 4 1 2 6 1 2 4
Ethics And Professional Practice 1 2 4 1 2 6 1 1 3
2 Energy System Circuit And Machines 1 2 7 1 2 5 1 2 4
Renewable Energy System 1 2 4 1 2 4 1 2 4
Energy Efficiency And Conservation 1 2 4 1 2 4 1 2 4
3 Systems Design And Engineering Design 1 2 4 2 2 2 2 2 2
Prototyping Rapid Prototyping 1 1 1 2 2 2 2 2 2
4 Automation And Automation Technologies 1 2 2 1 1 1 1 2 2
Embedded System Embedded System 2 4 6 2 2 2 1 1 1
Total 11 21 41 13 18 34 12 18 30
Overall Totals (SHS 1 – 3)

Content Standards 36
Learning Outcomes 57
Learning Indicators 105

ENGINEERING | 21
 Engineering

YEAR ONE

22 | ENGINEERING
Engineering

Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 1. ENGINEERING IN SOCIETY

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National Values
1.1.1.LO.1
Identify engineering Communication: Learners hone their communication skills as they GESI: As all learners are supported in an
footprints in learners' contribute to discussions. inclusive environment and given equal
communities. opportunities to succeed in an engineering class,
Collaboration: Learners develop the skill of collaboration as they they will:
work in groups. o appreciate, value, and embrace diversity
as they are made to work in groups.
Critical Thinking: Learners develop this skill as they brainstorm o learn to amicably resolve conflicts and
engineering disciplines. embrace differing opinions.
o develop emotional intelligence as their
Communication Skills: Learners develop this skill as the submissions are critiqued by others.
communicate their ideas to group members and present the works of o develop emotional intelligence as others
groups to the entire class. critique their submissions.

Social Skills: Learners acquire social skills as they interact in groups. National Core Values:
o Tolerance
o Integrity
o Accountability
o Humility
o Assertiveness
o Patriotism
1.1.1.LO.2
Explain the role of Collaboration: Learners develop the skill of collaboration as they GESI: As all learners are supported in an

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 ENGINEERING | 23
Engineering

professionals in the work in groups. inclusive environment and given equal

engineering disciplines. opportunities to succeed in an engineering class,
Critical Thinking: Learners develop critical thinking as they they will;
brainstorm common engineering skills. o appreciate, value, and embrace diversity
as they are made to work in groups.
Communication Skills: o learn to amicably resolve conflicts and
o Learners develop this skill as theyy communicate their ideas to embrace differing opinions.
group members and present the works of groups to the entire o develop emotional intelligence as their
class. submissions are critiqued by others.
o Learners hone their communication skills as they contribute to o develop emotional intelligence as others
discussions. critique their submissions.

Social Skills: Learners acquire social skills as they interact in groups. National Core Values:
o Tolerance
o Integrity
o Accountability
o Humility
o Assertiveness
o Patriotism

ϰ
 | ENGINEERING
24
Engineering

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate an Classify the various engineering occupational disciplines. Level 1 Recall
understanding of the Level 2 Skills of
place of engineering in Managing Talk for Learning: In a moderated discussion, learners share their understanding of (a) conceptual
societal development. who an engineer is and (b) what engineering entails. Learners should further describe the work of understanding
any engineers they know and explain how important they perceive their work. Furthermore, learners Level 3 Strategic
should describe any engineering works they have seen in their communities, on television or through reasoning
other media. Level 4 Extended critical
thinking
Initiating Talk for Learning: The Facilitator introduces the various disciplines in engineering, and reasoning
starting with those that were previously mentioned by learners. For each discipline introduced,
individual learners should discuss their role in national development. Use webbing or mind maps to
organise learners’ thoughts.

Experiential Learning: Learners watch videos about engineers performing various tasks and
discuss their observations. Organise learners’ observations with board summaries
1.1.1.LI.2 1.1.1.AS.2
Outline the contributions of each engineering discipline in solving societal problems. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work in different task groups, with each group assigned at least conceptual
one engineering discipline, to brainstorm on the skills and knowledge requirement of the discipline, understanding
as well as their contributions to development. Each group should elect a representative to present Level 3 Strategic
the thoughts of the group to the class. reasoning
Level 4 Extended critical
Building on What Others say: Other groups add to the content presented by each group in a thinking
respectful manner. Groups should be encouraged to tolerate others’ views. and reasoning
1.1.1.LI.3 1.1.1.AS.3
Establishing the interdependencies across the engineering disciplines. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners sit in groups, with each group assigned an engineering project, conceptual
to discuss the engineering disciplines required to execute the project, as well as the specific roles understanding
each will play. A representative of each group should present their work. Level 3 Strategic
ϱ
 ENGINEERING | 25
Engineering

reasoning
Building on What Others say: Other groups add to the content presented by each group in a Level 4 Extended critical
respectful manner. Groups should be encouraged to tolerate others' views. thinking and reasoning
1.1.1.LI.4 1.1.1.AS.4
Outline the common skill set required by the respective engineering disciplines. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners share their understanding of the conceptual
common skillset required by the respective disciplines. Organise or summarise their thoughts using understanding
webbing or concept maps. Level 3 Strategic
reasoning
Building on What Others say: Other groups add to the content presented by each group in a Level 4 Extended critical
respectful manner. Groups should be encouraged to tolerate others’ views. thinking and reasoning
1.1.1.LI.5 1.1.1.AS.5
Explain the unique knowledge requirement of the disciplines – careers. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners explain the unique knowledge conceptual
requirement of the engineering disciplines. Organise or summarise their thoughts using webbing or understanding
concept maps Level 3 Strategic
reasoning
Building on What Others say: Other groups add to the content presented by each group in a Level 4 Extended critical
respectful manner. Groups should be encouraged to tolerate others’ views. thinking and reasoning
Teaching and o Projector
Learning Resources o Laptop and videos on engineering works

ϲ
 | ENGINEERING
26
Engineering

Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 2. HEALTH AND SAFETY IN ENGINEERING PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.2.LO.1
Examine the causes, effects Communication: GESI: Providing the opportunity for diverse learners
and prevention of accidents o Learners hone their communication skills as they contribute to participate in all lessons inclusively actively and
in engineering practice. to discussions. using GESI responsive language as pedagogy ensures:
o Learners develop this skill as they communicate their ideas o Awareness of personal biases and stereotypes
to group members and present the work of groups to the in an engineering class.
entire class. o Respect and tolerance for individuals’
uniqueness and peculiarities.
Collaboration: Learners develop the skill of collaboration as they o Sensitivity to the interrelatedness of the
work in groups. various spheres of life, groups and individuals.

Critical Thinking: Learners develop this skill as they analyse National Core Values:
videos on accidents. o Patriotism
o Faithfulness
Social Skills: Learners acquire social skills as they interact in o Honesty
groups. o Loyalty
o Discipline
o Respect
o Humility
o Assertiveness
o Good citizenship

1.1.2.LO.2
Handle and operate Communication Skills: Learners develop this skill as they GESI: As facilitators steer discussions, they are
workshop machinery and contribute to discussions. mindful to stay off biases, stereotypes, and prejudices
tools based on safety and place efforts to provide well-balanced examples.
standards. Thinking Skills: Learners acquire/exhibit this skill as the apply This will make learners;

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relevant protocols to handle tools/machinery. o aware of their personal biases and

stereotypes, embrace diversity, and practising
Self-directing: Learners develop this skill as they proceed to use inclusion..
various tools and machinery. o embrace tolerance and empathy among each
other.
o develop emotional intelligence as others
critique their submissions.
o learn to listen to others of different genders
and abilities, thus developing tolerance and
listening skills in an engineering class.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Demonstrate an Identify accidents that occur in engineering practice. Level 1 Recall
understanding of health Level 2 Skills of
and safety risks in Managing Talk for Learning: In a moderated discussion, learners share their experiences on conceptual
engineering practice. accidents they have been involved in or have seen. The experience sharing should cover the cause of understanding
the accident, the effect(s) and what could have prevented it. Further to this, learners list potential Level 3 Strategic
accidents in engineering practice. reasoning
Level 4 Extended
Building on what others say: Other groups add to the content presented by each group in a critical thinking
respectful manner. Groups should be encouraged to tolerate others’ views. and reasoning

Experiential Learning: Watch pictures/videos on accidents in engineering practice and share

observations with the rest of the class.
1.1.2.LI.2 1.1.2.AS.2
Identify the causes of accidents in engineering practice and explain their effects. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a question-and-answer session, learners’ views on the causes of conceptual
various accidents in engineering practice and their effects. In pairs, learners think and share views on understanding
the effects of accidents. Organise learners’ thoughts on each accident using concept maps. Level 3 Strategic
reasoning
Experiential Learning and Collaborative Learning: Learners watch a video on accidents in Level 4 Extended
engineering practice and in groups and discuss the causes of the accidents and what could have been critical thinking
done to prevent them. and reasoning
1.1.2.LI.3 1.1.2.AS.3
Explain the health and safety protocols associated with basic workshop tools/machinery. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: From videos and or pictures, learners identify workshop tools and conceptual
machinery. In pairs, learners discuss and share with the whole class the uses of such equipment. understanding
Level 3 Strategic
Managing Talk for Learning: In a moderated discussion, learners outline their perceived health and reasoning
safety protocols for each tool/machinery. Level 4 Extended
critical thinking and
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Building on what others say: Individuals add to what others have said respectfully. Learners should reasoning
be encouraged to tolerate others’ views.

Digital Learning: Learners watch videos on health and safety protocols in the use of workshop
tools/machinery and share their observations with the whole class.
1.1.2.LI.4 1.1.2.AS.4
Demonstrate the use of both hand and power tools according to proper health and safety Level 1 Recall
protocols. Level 2 Skills of
conceptual
Experiential Learning: At the workshop, each learner should be guided to use various tools and understanding
machinery in line with health and safety protocols. Other learners observe and comment on how Level 3 Strategic
equipment has been handled. reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and o Projector o Videos on health and safety in the use of workshop
Learning Resources o Laptop tools/machinery.
o Videos and pictures of accidents in engineering practice o Various workshop tools and machinery

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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 3. ETHICS AND PROFESSIONAL PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.1.3.LO.1
Explain the importance of Communication Skills: GESI: Ensuring all learners in class irrespective of
ethical behaviour in o Learners develop this skill as they partake in class discussions, the diversity in ability, socio-cultural backgrounds,
engineering practice. communicate their ideas to group members, and present the and gender and soliciting contributions from all
works of groups to the entire class. learners ensures;
o Learners develop this skill as they partake in class discussions. o respect for individuals of varying beliefs,
religions, backgrounds and cultures
Collaboration: Learners develop the skill of collaboration as they o knowledge of themselves and others’
work in groups. peculiarities, strengths and weaknesses
o tolerance for diversity, and respect for all.
Critical Thinking: Learners develop this skill as they critique
behaviours that are listed as ethical or unethical. National Core Values:
o Tolerance
Social Skills: Learners acquire social skills as they interact in groups. o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
1.1.3.LO.2
Outline key ethical behaviours Communication Skills: Learners develop this skill as they partake
in engineering practice. in class discussions.

Critical Thinking: Learners develop this skill as they critically

analyse scenarios and conducts.

Communication Skills: Learners develop this skill as they

communicate their ideas.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
Demonstrate Explain ethical and unethical behaviour in the field of engineering. Level 1 Recall
knowledge and Level 2 Skills of
appreciation of ethics in Managing Talk for Learning: In a moderated discussion, learners explain their understanding of conceptual
engineering practice. ethical and unethical behaviours in everyday life. Learners further share their experiences of such understanding
behaviours. Level 3 Strategic
reasoning:
Building on what others say: The Facilitator adds to the explanations offered and experiences Level 4 Extended
shared. critical thinking
and reasoning
Collaborative Learning: Learners work in groups to list examples of ethical and unethical behaviours
other than those previously discussed. Each group elects a representative to present their work.

Experiential Learning: Learners watch videos on ethical and unethical behaviours in everyday life.
1.1.3.LI.2 1.1.3.AS.2
Explain the relevance of ethics in engineering practice. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, individual learners explain the relevance of conceptual
ethics in engineering practice. understanding
Learners critique what others say and add. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking
and reasoning
1.1.3.LI.3 1.1.3.AS.3
Distinguish between ethical and unethical behaviours in engineering practice. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners outline what they consider to be conceptual
ethical and unethical behaviours in engineering practice. Summarise learners’ thoughts using concept understanding
maps or webbing Level 3 Strategic
reasoning
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Building on what others say: Learners build on what others say and catalogue ethical and unethical Level 4 Extended
behaviours in engineering practice. critical thinking and
reasoning
Digital Learning: Learners watch videos on ethical and unethical behaviours in engineering practice
and share observations with their colleagues.

1.1.3.LI.4 1.1.3.AS.4
Demonstrate ethical behaviour in the field of engineering. Level 1 Recall
Level 2 Skills of
Collaborative Learning: conceptual
o Present various case study scenarios reflecting conduct by engineers for learners to discuss whether understanding
each conduct is ethical or unethical. Level 3 Strategic
o The facilitator presents various scenarios for learners to indicate their course of action while others reasoning
critique or endorse the intended actions. Level 4 Extended
o Learners come up with various scenarios for colleagues to express their possible actions for critical thinking and
discussion. Encourage learners to accept and present views in a tolerant and respectful manner reasoning
Teaching and o Projector o Videos on ethical and unethical behaviours in everyday life.
Learning Resources o Laptop o Videos on ethical and unethical behaviours in engineering
practice.

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 1. CIRCUIT AND MACHINES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.1.LO.1
Identify and explain the Communication Skills: Learners develop this skill as they partake GESI: Using GESI responsive pedagogies and
functions of the elements of dc in class discussions. language that supports all learners in an inclusive
and ac circuits. setting will;
Career/Life Skills: Understanding of content puts learners on the o Enable learners to freely ask questions
path to becoming self-directed and independent learners. without intimidation.
o help learners embrace empathy and
discipline among themselves.
o help learners to be disciplined as deadlines
are given for their projects.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
1.2.1.LO.2
Analyse simple dc and single- Communication Skills: Learners develop this skill as they partake GESI: Given equal opportunities to all learners
phase ac circuits. in class discussions. irrespective of their background and soliciting
views from all learners ensures;
Career/Life Skills: Understanding of content puts learners on the o respect for individuals of varying beliefs,
path to becoming self-directed and independent learners. religions, backgrounds and cultures
o sensitivity to the inter-relatedness of the
Problem-solving Skills: Learners sharpen this skill as they analyse various spheres of life, groups and individuals
various circuits. o awareness of personal biases, peculiarities

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and stereotypes
Critical Thinking: Learners sharpen this skill as they analyse o tolerance for diversity
circuits.
National Core Values:
o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment and hard work
o Honesty and truthfulness

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
1.2.1.CS.1 1.2.1.LI.1 1.2.1.AS.1
Demonstrate Identify the basic elements of DC electric and electronic circuit and sketch their circuit symbols Level 1 Recall
knowledge of simple Managing Talk for Learning: Learners share experiences on the application and components of electric Level 2 Skills of
electric circuits based circuits they have observed or built. conceptual
on first principles and Initiating Talk for Learning: The facilitator explains the differences between electric and electronic circuits. understanding
through simulation He/She further explains the application of electric circuits, introduces the basic elements of dc and ac circuits Level 3 Strategic
tools. (including their functions), and distinguishes DC and AC circuits. The facilitator aids learners in sketching the reasoning
symbols of the circuit elements Level 4 Extended
Digital Learning: Learners watch videos on the elements of dc and ac circuits. They also inspect circuit critical thinking
elements at the laboratory and share their observations and reasoning
1.2.1.LI.2 1.2.1.AS.2
Classify circuit elements into passive and active elements. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a question-and-answer session, learners make a distinction between conceptual
passive and active circuit elements. Use concept maps to organise the contributions and thoughts of understanding
learners. Level 3 Strategic
reasoning
In small mixed-ability groups, learners classify the circuit elements as passive and active and share their Level 4
reports with the whole class. Extended critical
thinking and
reasoning

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1.2.1.LI.3 1.2.1.AS.3
Explain Kirchhoff's laws. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Guide learners to search for the Kirchhoff law and share it with the conceptual
whole class. Through question-and-answer sessions, learners explain Kirchhoff’s current and voltage laws. understanding
Critique their contribution and add to summarise. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
1.2.1.LI.4 1.2.1.AS.4
Use Kirchhoff's laws to find current and voltage in dc circuits. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Provide learners with sources to read or watch videos and share their conceptual
thoughts on how to apply Kirchhoff's current and voltage laws to find the currents and voltages in simple understanding
dc circuits. The examples used should not have more than two sources. Add to learners’ views for clarity, Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
1.2.1.LI.5 1.2.1.AS.5
Compute power in dc and single-phase ac circuits. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: The facilitator draws and explains the power training, including the conceptual
power factor. The facilitator further provides all relevant equations. understanding
Level 3 Strategic
Problem-based Learning: Present various dc and ac circuit problems for the class to collectively reasoning
discuss and solve. Learners sit in small mixed-ability groups to solve circuit problems and share their Level 4 Extended
solutions with the whole class, critical thinking and
reasoning

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1.2.1.LI.6 1.2.1.AS.6
Use a software tool to simulate simple circuits to derive current, voltage and power in DC Level 1 Recall
and AC circuits. Level 2 Skills of
conceptual
Problem-based Learning: In a computer lab, explain to learners how to use software to simulate DC understanding
and AC circuits. Level 3 Strategic
Present various DC and AC circuits for learners to simulate and compare results with hand calculations. reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and o Projector o Whiteboard and marker
Learning Resources o Laptop o Whiteboard and marker
o Videos on dc and ac circuit elements o Simulation software (e.g., Proteus)
o Assorted dc and ac electric circuit elements (e.g.,
Inductors, capacitors, resistors, switches, etc.)

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 2. RENEWABLE ENERGY SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.2.2.LO.1
Discuss the benefits of renewable Communication Skills: Learners develop this skill as they partake in class GESI: Using mixed-ability and mixed-
energy. discussions. gender pairing, special attention given
to the catch-up, regular and gifted and
Thinking Skills: talented learners leads to;
o Learners improve their skills as they categorize energy sources. o Respecting individuals of varying
o Learners sharpen this skill as they present their thoughts on the topic. abilities, beliefs, religions and
cultures
o Being sensitive to the inter-
relatedness of the various spheres
of life, groups and individuals
o Being aware of personal biases
and stereotypes
o Embracing diversity and practising
inclusion

National Core Values:

o Integrity
o Tolerance
o Open-mindedness
o Patience
o Integrity
o Hard work
1.2.2.LO.2
Explain the electricity production Career/Life Skills: Understanding of content puts learners on the path to GESI: Ensuring all learners in class
processes for the various renewable becoming self-directed and independent learners. irrespective of the diversity in ability,

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energy sources. socio-cultural backgrounds, and

Collaboration Skills: Learners hone the skill as they work in teams. gender and soliciting contributions
from all learners ensures;
Technology usage: Learners sharpen their skills in technology usage as o respect for individuals of varying
they employ computers and the internet to execute assigned tasks. beliefs, religions, backgrounds and
cultures
Communication Skills: Learners develop this skill as they partake in class o knowledge of themselves and
discussions. others’ peculiarities, strengths and
weaknesses
Thinking Skills: Learners sharpen this skill as they present their thoughts o tolerance for diversity, and
on the topic. respect for all.
National Core Values: Tolerance,
friendliness, open-mindedness,
patience, commitment and hard work.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.2.CS.1 1.2.2.LI.1 1.2.2.AS.1
Demonstrate an Identify the sources of renewable energy. Level 1 Recall
understanding of the Level 2 Skills of
sources of renewable Managing Talk for Learning: In a moderated discussion, learners mention the sources of energy and conceptual
energy. categorize them into renewable and non-renewable sources. understanding
Level 3 Strategic
Experiential Learning: Learners watch videos on renewable energy sources and share their reasoning
observations with the whole class. Level 4 Extended
critical thinking and
reasoning
1.2.2.LI.2 1.2.2.AS.2
Explain how renewable energy sources benefit humanity and contribute towards the Level 1 Recall
attainment of the SDGs. Level 2 Skills of
conceptual
Managing Talk for Learning: In a moderated discussion, learners discuss the benefits derived from understanding
renewable energy sources and how they contribute to the realisation of the SDGs. Organise views of Level 3 Strategic
learners using concept maps. reasoning
Level 4 Extended
critical thinking and
reasoning
1.2.2.LI.3 1.2.2.AS.3
Explain how electricity is generated from water, wind, solar, biomass, and biogas energy Level 1 Recall
sources. Level 2 Skills of
conceptual
Initiating Talk for Learning: Through questions and answers and watching videos from YouTube, understanding
learners share their views on processes for generating electricity from water, wind, solar, biomass, and Level 3 Strategic
biogas energy sources. reasoning
Level 4 Extended
Project-based Learning: Learners work in different task groups to research how power is generated critical thinking and
from various sources. Groups share their findings with the whole class. reasoning
Mixed ability/gender groups are given a company each to research that manufactures electricity
generation systems for renewable energy sources. Groups share their findings with the whole class.
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1.2.2.LI.4 1.2.2.AS.4
Compare electricity generation from the various renewable energy sources. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In different task groups, learners discuss the availability of resources, conceptual
quantity of electricity that could be generated, ease of energy generation, cost of generation, and understanding
availability of technology for various electricity generation systems for renewable energy. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and o Projector o Videos on electricity generation from renewable energy
Learning Resources o Laptop and videos on renewable energy sources. sources.
o Whiteboard and marker

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Subject Engineering
Strand 2. Energy Systems
Sub-Strand 3. Energy Efficiency and Conservation

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.2.3.LO.1
Use various instruments to measure Communication Skills: Learners develop this skill as they partake in GESI: As all learners are supported
electrical and non-electrical quantities class discussions. in an inclusive environment and given
in renewable energy systems. Thinking Skills: Learners improve their skills as they contribute to the equal opportunities, they will;
discussion. o appreciate, value, and embrace
diversity as they are made to
Career/Life Skills: Understanding of content puts learners on the path work in groups.
to becoming self-directed and independent learners. o develop emotional intelligence as
others critique their submissions.
Technology usage: Learners sharpen their skills in technology usage as o embrace tolerance and empathy
they handle various instruments. among each other.

National core values:

o Tolerance
o Integrity
o Accountability
o Humility
o Assertiveness and patriotism
1.2.3.LO.2
Estimate and interpret energy Communication Skills: Learners develop this skill as they partake in GESI: Ensuring all learners in class
consumption of electrical and class discussions. irrespective of the diversity in ability,
mechanical equipment. socio-cultural backgrounds, and
Thinking Skills: gender and soliciting contributions
o Learners sharpen this skill as they present their thoughts on the topic. from all learners ensures;
o Learners improve their skills as they contribute to the discussion. o respect for individuals of varying
beliefs, religions, backgrounds and

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Career/Life Skills: Understanding of content puts learners on the path cultures

to becoming self-directed and independent learners. o knowledge of themselves and
others’ peculiarities, strengths and
weaknesses
o tolerance for diversity, and
respect for all.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment and Hard Work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.2.3.CS.1 1.2.3.LI.1 1.2.3.AS.1
Develop the skill to Identify instruments used for measuring electrical and non-electrical quantities in Level 1 Recall
measure, estimate, and renewable energy systems. Level 2 Skills of
analyse energy conceptual
production and Managing Talk for Learning: In a moderated discussion, learners discuss electrical and non- understanding
consumption in electrical parameters in renewable energy systems that require measurement and indicate the Level 3 Strategic
renewable energy instrument that could be used. reasoning
systems. Level 4 Extended
Initiating Talk for Learning: The facilitator presents a comprehensive list of electrical and non- critical thinking
electrical quantities in energy systems that require measurement and the associated instruments for and reasoning
measurement.

Experiential Learning: Learners inspect the various instruments for the measurements.
1.2.3.LI.2 1.2.3.AS.2
Use various instruments to accurately measure electrical and non-electrical quantities. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners visit various renewable energy systems or watch videos of them conceptual
and perform measurements of electrical and non-electrical quantities with facilitators’ guidance. understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking
and reasoning
1.2.3.LI.3 1.2.3.AS.3
Extract data from nameplates of equipment. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Through a question and answer session, individual learners explain conceptual
what a nameplate is and its relevance. understanding
Learners are presented with nameplates (actual or photographs) of various equipment for them to Level 3 Strategic
inspect and share with the whole class. reasoning
Level 4 Extended
critical thinking and
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reasoning

1.2.3.LI.4 1.2.3.AS.4
Compute and interpret energy consumption from nameplates. Level 1 Recall
Level 2 Skills of
Problem-based Learning: Learners are provided nameplates of equipment and asked to write down conceptual
power, voltage, current, power factor, etc. Learners compute power (if not available) and energy over understanding
given periods, say 30 minutes, 1 hour, 2 hours, etc. Learners discuss the computations with the whole Level 3 Strategic
class. Encourage them to tolerate criticism and respect the views of other people. reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and o Projector o Installed renewable energy systems and assorted
Learning Resources o Laptops and assorted instruments used to measure instruments used to measure electrical and non-electrical
electrical and non-electrical quantities in renewable energy quantities in renewable energy systems.
systems. o Nameplates (actual or photographs) of equipment.

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Subject ENGINEERING
Strand 3. SYSTEMS DESIGN AND PROTOTYPING
Sub-Strand 1. ENGINEERING DESIGN

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.3.1.LO.1
Outline the various stages in the Critical Thinking: As learners watch the videos and interact with the other GESI: Involving all learners in class
Engineering Design Process and learning materials, they critically observe and analyse the engineering design irrespective of their varying abilities,
their roles in providing process and its role in product development or solution provision. gender and backgrounds, supporting
sustainable solutions to them to share their views and
problems. Collaboration: thoughts ensures;
o Learners sit in well-mixed (gender-balanced and culturally diverse) groups o respect for individuals of varying
and take turns to relay their observations to their peers. This provides the beliefs, religions, backgrounds and
opportunity to learn from others to understand and respect the needs, cultures
perspectives, and actions of others. o sensitivity to the inter-relatedness
o Learners work on a given case study in groups. The groups are well of the various spheres of life,
structured to ensure gender balance, cultural and social diversity and groups and individuals
inclusivity. This provides learners the opportunity to learn from others to o awareness of personal biases,
understand and respect the needs, perspectives, and actions of others. peculiarities and stereotypes
o tolerance for diversity
Communication: Learners express their thoughts among their peers in an
environment that is free from fear or intimidation. National Core Values:
Systems Thinking: As learners analyse a given problem to come out with o Tolerance
requirements, they develop the ability to break complex systems or problems o Friendliness
down into subcomponents and establish relationships between them. o Open-mindedness
o Patience
o Commitment
o Integrity
1.3.1.LO.2
Conduct research to answer Systems Thinking: As learners analyse a given problem to come out with
questions related to a given requirements, they develop the ability to break complex systems or problems

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problem. down into sub-components and establish relationships between them.

Collaboration: Learners work on a given case study in groups. The groups are
well structured to ensure gender balance, cultural and social diversity and
inclusivity. This provides learners the opportunity to learn from others to
understand and respect the needs, perspectives, and actions of others.

Communication: Learners express their thoughts with their peers in an

environment that is free from fear or intimidation.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.1.CS.1 1.3.1.LI.1 1.3.1.AS.1
Demonstrate an Identify the various elements within the engineering design process. Level 1 Recall
understanding of the Level 2 Skills of
Engineering Design Initiating Talk for Learning: conceptual
Process. o The facilitator initiates a discussion by introducing the engineering design process and its role in understanding
providing sustainable solutions to problems and the development of innovative products. Level 3 Strategic
o Learners discuss how the engineering design process was used in the development of some reasoning
common products around them, like cell phones and television sets and the solution to societal Level 4 Extended
problems like sanitation, irrigation and food security. Use a flowchart to illustrate the design critical thinking
process. and reasoning

Digital Learning: Watch videos on the demonstration of the engineering design process and how it
is applied to several problems and products.

Collaborative Learning: Work in mixed-ability groups and discuss learner observations on the
engineering design process. Groups should make presentations on their observations and tolerate the
views of colleagues.
1.3.1.LI.2 1.3.1.AS.2
Document solution requirements for a given problem. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Initiate a discussion by introducing the concept of requirements conceptual
documentation for product and solution development. Through questions and answers, learners understanding
explain concepts and use concept maps to organise thoughts. Level 3 Strategic
reasoning
Problem-Based Learning: Learners work on a case study to develop solution requirements and Level 4 Extended
objectives. Present what has been developed to the whole class for comments. critical thinking
and reasoning
1.3.1.LI.3 1.3.1.AS.3
Develop relevant research questions for a given problem. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work in groups on a given case study to document research conceptual
questions for a given problem. Learners will make a presentation on the solution to the class. understanding
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Level 3 Strategic
Problem-Based Learning: Learners work on a case study to develop solution requirements and reasoning
make presentations to the whole class. Level 4 Extended
critical thinking and
reasoning
1.3.1.LI.4 1.3.1.AS.4
Formulate research objectives for a given problem. Level 1 Recall
Level 2 Skills of
Collaborative Learning: Learners work in groups on a given case study to document research conceptual
objectives for a given problem. Learners will make a presentation on the solution to the class. understanding
Level 3 Strategic
Problem-Based Learning: Learners work on a case-study to develop solution objectives and make reasoning
presentations to the whole class. Other groups critique and make suggestions. Encourage learners to Level 4 Extended
tolerate the views of others. critical thinking and
reasoning
Teaching
Teachingand
and o Video documentaries o Laptops with MS Office installed
Resources
Learning Resources o Audio-visual equipment

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Subject Engineering
Strand 3. Systems Design and Prototyping
Sub-Strand 2. Rapid Prototyping

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.3.2.LO.1
Use major rapid prototyping Critical Thinking: As learners watch the videos and interact with the GESI: Using inclusive strategies and
technologies such as 3D other learning materials, they critically observe and analyse the various pedagogies that promote all learners’ wellbeing
printing, casting, PCB RP technologies, their relative strengths and use cases for the and develop their potential;
production and laser cutting. production of prototypes. o Respect for others and alternative views,
as well as the awareness of own biases.
Collaboration: Learners sit in well-mixed (gender-balanced and o Protect the weak work for the betterment
culturally diverse) groups and take turns to relay their observations to of society and make learners advocate for
their peers. This provides the opportunity to learn from others to peace and justice.
understand and respect the needs, perspectives, and actions of others. o Exhibit empathy towards people with
special needs.
Communication: Learners express their thoughts among their peers
in an environment that is free from fear or intimidation. National Core Values:
o Sacrifice
Life-long Learning: Learners learn how to use ICT tools to improve o Selflessness
their presentation skills as group presentations are delivered through o Compassion
MS PowerPoint. Learners also develop an inquiry-based approach to o Fairness
continual learning in their attempt to use digital tools to research and o Justice
present on various RP technologies. o Generosity
o Co-operation
o Commitment
o Collaboration
o Excellence
o Resourcefulness
o Self-discipline

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
1.3.2.CS.1 1.3.2.LI.1 1.3.2.AS.1
Use various Rapid Describe the fundamental principles behind 3D printing, casting, PCB production and laser Level 1 Recall
Prototyping (RP) cutters and the specific use case applications. Level 2 Skills of
Technologies available conceptual
and their specific Initiating Talk for Learning: The facilitator initiates a discussion by introducing the concept of rapid understanding
applications. prototyping, its role in product design, the various rapid prototyping (RP) technologies and their use Level 3 Strategic
cases. The objective is to ignite and sustain the interest of learners to participate in open discussion. reasoning
Level 4 Extended
Digital Learning: Watch videos on 3D printing, casting, PCB production and laser cutting technology critical thinking
employed in RP. The videos will indicate the operating principles, use cases and strengths and and reasoning
weaknesses of the respective RPs. Learners will also visit RP workshops to have firsthand experience of
3D printing machines producing models as an example of RP technology.

Collaborative Learning: Work in groups and discuss learner observations on the RP technologies.
Groups should make presentations on their observations, critique and add to others' presentations.
Teaching and o Integrated 3D printing workshop o Audio-visual equipment and laptops with MS Office
Learning Resources o Video documentaries installed

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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 1. AUTOMATION TECHNOLOGIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.4.1.LO.1
Examine fundamental Collaboration: Working with others on projects or problems can help GESI: Creating equal opportunities
automation components and learners develop important teamwork and communication skills. for all learners to participate in class
systems. through the use of balanced gender
Critical thinking and problem-solving: Problem-based learning and inquiry- groups leads to;
based learning can help learners develop critical thinking and problem-solving o tolerance and respect for each
skills as they work to apply their knowledge of automation system components other
to propose how some processes around them could be automated. o confidence and efficacy in their
ability to perform.
Digital Literacy: Using online resources and simulations can help learners o awareness of themselves and
develop skills in using technology and finding and evaluating online information. others, taking into consideration
their biases and stereotypes.
Adaptability: Working on real-world projects or problems can help learners
learn to adapt and be flexible as they encounter new challenges and changing National Core Values:
requirements. o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Integrity
1.4.1.LO.2
Interpret basic engineering Collaboration: Working with others on projects or problems can help GESI: Ensuring all learners in class
schematics and technical learners develop important teamwork and communication skills. irrespective of the diversity in ability,
drawings related to the socio-cultural backgrounds, and
automation industry. Critical Thinking and Problem-Solving: Problem-based learning and gender and soliciting contributions

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inquiry-based learning can help learners develop critical thinking and problem- from all learners ensures;
solving skills as they interpret technical diagrams to implement a solution or o respect for individuals of varying
troubleshoot systems. beliefs, religions, backgrounds and
cultures
Digital Literacy: Using online resources and simulations can help learners o knowledge of themselves and
develop skills in using technology and finding and evaluating online information. others’ peculiarities, strengths and
weaknesses
Adaptability: Working on real-world projects or problems can help learners o tolerance for diversity and respect
learn to adapt and be flexible as they encounter new challenges and changing for all
requirements.
National Core Values:
Initiative: Giving learners the opportunity to take the lead on projects and o Tolerance
explore other resources on Engineering drawings on their own can help them o Friendliness
develop initiative and self-direction. o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Assessment
Skills and Competencies, and GESI
1.4.1.CS.1 1.4.1.LI.1 1.4.1.AS.1
Demonstrate knowledge and Identify basic automation components and materials and their Level 1 Recall
understanding of general concepts, respective functions or roles in the automation industry. Level 2 Skills of conceptual
components and systems in the understanding
Automation Industry. Initiating Talk for Learning: The facilitator initiates a discussion by Level 3 Strategic reasoning
introducing the history of automation, its role in industrialisation, common Level 4 Extended critical thinking
components such as relays, motors, switches, sensors, and PLCs and how and reasoning
they have been used in common automation systems around learners'
community such as automated irrigation systems, automated street lights,
water level controllers, automated doors and gates at public places.
Learners discuss the specific roles components or subsystems play in each
of the cited automated systems.

Experiential Learning: Watch videos on different kinds of automated

systems with a focus on the role of automation in industrialisation and the
roles of system components or sub-systems in realising the specific
automation systems. Learners should be taken on a tour of the automation
workshop to see and experience the various automation components. They
should also visit any local innovation hub or factory which has any
automated system(s) installed to observe how the various components
work together to achieve the design objective.

Collaborative Learning: Work in groups and discuss learner

observations on the role of automation in industrialisation as well as system
component functions. Learners should be given a task to propose how some
of the components could be put together to automate some activities within
their communities. Groups should make presentations on their
observations.

Self-Directed Learning: Explore online resources: There are many online

resources available that can help Learners learn more automation systems.

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1.4.1.LI.2 1.4.1.AS.2
Interpret and connect system components according to technical Level 1 Recall
drawings and vice versa. Level 2 Skills of conceptual
understanding
Initiating Talk for Learning: The facilitator initiates a discussion by Level 3 Strategic reasoning
introducing learners to the role of technical drawings in professional Level 4 Extended critical thinking
practice in general and automation in particular. and reasoning

Experiential Learning: Introduce learners to Electrical, pneumatic,

hydraulic, and piping schematics using samples for them to identify
distinguishing features and characteristics. Learners are also guided through
hands-on experience on how to identify fluid and signal flows on given
schematics. Learners are also exposed to the creation and interpretation of
functional block diagrams for automation systems.

Project-based Learning: Learners work on a project that involves

interpreting and assembling components from a given electrical single-line
wiring diagram.

Digital Learning: Explore online resources. There are many online

resources available that can help Learners learn more interpretation of
engineering schematics and technical drawings. Learners should be tasked to
look for more schematics and technical drawings from these sources
implement and report on outcomes.

Collaborative Learning: Work in groups on a mini project which

involves interpreting and assembling system components from a given
schematic. Display the project for the whole class to observe and comment.
Encourage learners to comment respectfully and tolerate others’ views.
Teaching and Learning o Automation workshop o Audio-visual equipment
Resources o Video documentaries o Laptops with MS Office installed

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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 2. EMBEDDED SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.4.2.LO.1
Explain the importance Problem-solving and Critical Thinking: Embedded systems projects often GESI: Creating an inclusive learning
and applications of require learners to analyse complex systems, design solutions, and environment for all to participate in lessons
embedded systems. troubleshoot problems. Through this process, they will develop their will enable learners;
problem-solving and critical-thinking skills. o Embrace diversity, practise inclusion,
exhibit empathy towards people with
Collaboration and Teamwork: Embedded systems projects often involve special needs, respect the opinions of
working with a team of peers. By collaborating with others, learners will others and use gender-sensitive language.
develop their teamwork and communication skills. o Exercise empathy to users of the internet
space and be sensitive to the inter-
Creativity and Innovation: Through embedded systems projects, learners relatedness of the various expressions as a
will be able to express their creativity and develop their innovation skills. They testament of spheres of life among groups
can come up with new ideas and designs and test them out to see if they and individuals.
work.
National Core Values:
Technical Literacy: By studying embedded systems, learners will develop o Ingenuity
their technical literacy and gain knowledge in specific technical areas such as o Hard work
programming, microcontroller architectures, and electronics. o Excellence
o Cooperation
Computational Thinking: By understanding the concepts of embedded o Collaboration
systems, learners will learn to think in computational terms and will have a o Patriotism
better understanding of how algorithms, data structures and programming o Cultural awareness
languages work.

Digital Literacy: learners will be exposed to different digital technologies

such as sensors and actuators, microcontroller development boards, and

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programming software. They will learn how to work with digital tools, as well
as how to analyse, evaluate and communicate information using digital
technologies.

1.4.2.LO.2
Differentiate between the Problem-solving and Critical Thinking: Embedded systems projects often GESI: Working with each other in an
various microcontroller require learners to analyse complex systems, design solutions, and inclusive way, cross-sharing of knowledge and
architectures. troubleshoot problems. Through this process, they will develop their understanding between and among groups and
problem-solving and critical-thinking skills. individuals, for instance, leads to;
o Respecting individuals of varying beliefs,
Collaboration and Teamwork: Embedded systems projects often involve religions and cultures
working with a team of peers. By collaborating with others, learners will o Being sensitive to the inter-relatedness of
develop their teamwork and communication skills. the various spheres of life, groups and
Creativity and Innovation: Through embedded systems projects, learners individuals
will be able to express their creativity and develop their innovation skills. They o Being aware of personal biases and
can come up with new ideas and designs and test them out to see if they stereotypes
work. o Embracing diversity and practising
inclusion.
Technical Literacy: By studying embedded systems, learners will develop
their technical literacy and gain knowledge in specific technical areas such as National Core Values:
programming, microcontroller architectures, and electronics. o Tolerance
o Friendliness
Computational Thinking: By understanding the concepts of embedded o Open-mindedness
systems, learners will learn to think in computational terms and will have a o Patience
better understanding of how algorithms, data structures and programming o Commitment
languages work. o Hard work
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Digital Literacy: learners will be exposed to different digital technologies

such as sensors and actuators, microcontroller development boards, and
programming software. They will learn how to work with digital tools, as well
as how to analyse, evaluate and communicate information using digital
technologies.
1.4.2.LO.3
Explain the various Problem-solving and Critical Thinking: Embedded systems projects often GESI: Providing the opportunity for diverse
memory architectures. require learners to analyse complex systems, design solutions, and learners to actively participate in all lessons in
troubleshoot problems. Through this process, they will develop their an inclusive manner and using GESI responsive
problem-solving and Critical thinking skills. language as pedagogy ensures;
o Awareness of personal biases and
Collaboration and Teamwork: Embedded systems projects often involve stereotypes in the area of engineering
working with a team of peers. By collaborating with others, learners will o Respect and tolerance for an individual’s
develop their teamwork and communication skills. uniqueness and peculiarities
o Sensitivity to the interrelatedness of the
Creativity and Innovation: Through embedded systems projects, learners various spheres of life, groups and
will be able to express their creativity and develop their innovation skills. They individuals.
can come up with new ideas and designs and test them out to see if they
work. National Core Values:
o Patriotism
Technical Literacy: By studying embedded systems, learners will develop o faithfulness
their technical literacy and gain knowledge in specific technical areas such as o honesty
programming, microcontroller architectures, and electronics. o loyalty
o discipline
Computational Thinking: By understanding the concepts of embedded o respect
systems, learners will learn to think in computational terms and will have a o humility
better understanding of how algorithms, data structures and programming o assertiveness
languages work. o good citizenship

Digital Literacy: Learners will be exposed to different digital technologies

such as sensors and actuators, microcontroller development boards, and
programming software. They will learn how to work with digital tools, as well
as how to analyse, evaluate and communicate information using digital
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technologies.
1.4.2.LO.4
Use the Arduino IDE and Problem-solving and Critical Thinking: Embedded systems projects often GESI: Encouraging all learners in class
configure the require learners to analyse complex systems, design solutions, and irrespective of the diversity in gender, ability
environmental variables troubleshoot problems. Through this process, they will develop their and backgrounds and supporting each of them
appropriately. problem-solving and critical-thinking skills. to share their views ensures;
o respect for individuals of varying beliefs,
Collaboration and Teamwork: Embedded systems projects often involve religion, backgrounds and cultures
working with a team of peers. By collaborating with others, learners will o knowledge of themselves and others’
develop their teamwork and communication skills. peculiarities and stereotypes
o tolerance for diversity and respect for all
Creativity and Innovation: Through embedded systems projects, learners
will be able to express their creativity and develop their innovation skills. They National Core Values:
can come up with new ideas and designs and test them out to see if they o Tolerance
work. o Friendliness
o Open-mindedness
Technical Literacy: By studying embedded systems, learners will develop o Patience
their technical literacy and gain knowledge in specific technical areas such as o Commitment
programming, microcontroller architectures, and electronics. o Hard work

Computational Thinking: By understanding the concepts of embedded

systems, learners will learn to think in computational terms and will have a
better understanding of how algorithms, data structures and programming
languages work.

Digital Literacy: Learners will be exposed to different digital technologies

such as sensors and actuators, microcontroller development boards, and
programming software. They will learn how to work with digital tools, as well
as how to analyse, evaluate and communicate information using digital
technologies.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
1.4.2.CS.1 1.4.2.LI.1 1.4.2.AS.1
Demonstrate Identify examples of embedded systems in the community. Level 1 Recall
knowledge and Level 2 Skills of
understanding of Initiating Talk for Learning: conceptual
features and application o Initiates a discussion using questions and answers to introduce embedded systems, their evolution understanding
of embedded systems. over time, features, application areas and some limitations. Level 3 Strategic
o Learners cite some electronic products within their environment, discuss the role of embedded reasoning
systems within them, and also propose how some existing products could be improved by embedded Level 4 Extended
systems. critical thinking
and reasoning
Case studies: learners can study real-world examples of computer systems that use CISC, RISC, and
ARISC and learn about the trade-offs between performance, power consumption and cost. For example,
they can compare how a modern smartphone using ARM RISC architecture uses less power than
traditional x86 CISC-based laptops.

Project-based Learning: learners research a specific computer architecture or type of memory and
present their findings to the class. They can also compare and contrast different architectures and
memory types in terms of their features, advantages, and disadvantages.

Classroom Discussions and Debates: As learners learn about different computer architectures and
memory types, they can engage in class discussions and debates about the pros and cons of each.

Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about
their experiences working with CISC, RISC, ARISC, and different types of memory can be a great way to
make the material more relatable and engaging for learners.

Experiential Learning: Virtual reality has great potential in teaching computer architectures and
memory types. It will help learners to see computer architectures and memory types in an interactive
way, making it easy to understand.

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1.4.2.LI.2 1.4.2.AS.2
Discuss the advantages of embedded systems over fixed electronic circuits for solving Level 1 Recall
similar problems and their limitations for specific scenarios. Level 2 Skills of
conceptual
Initiating Talk for Learning: Initiate a discussion using questions and answers to introduce embedded understanding
systems, their evolution over time, features, application areas and some limitations. Learners cite some Level 3 Strategic
electronic products within their environment, discuss the role of embedded systems within them, and also reasoning
propose how some existing products could be improved by embedded systems. Level 4 Extended
critical thinking
Case Studies: Learners can study real-world examples of computer systems that use CISC, RISC, and and reasoning
ARISC and learn about the trade-offs between performance, power consumption and cost. For example,
they can compare how a modern smartphone using ARM RISC architecture uses less power than
traditional x86 CISC-based laptops.
Project-based Learning: Learners research a specific computer architecture or type of memory and
present their findings to the class. They can also compare and contrast different architectures and
memory types in terms of their features, advantages, and disadvantages.

Classroom Discussions and Debates: As learners learn about different computer architectures and
memory types, they can engage in class discussions and debates about the pros and cons of each.

Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about
their experiences working with CISC, RISC, ARISC, and different types of memory can be a great way to
make the material more relatable and engaging for learners.

Experiential Learning: Virtual reality has great potential in teaching computer architectures and
memory types. It will help learners to see computer architectures and memory types in an interactive
way, making it easy to understand.
1.4.2.LI.3 1.4.2.AS.3
Describe the CISC, RISC and ARISC architectures. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: The facilitator initiates a discussion by introducing embedded systems, conceptual
their evolution over time, features, application areas and some limitations. Learners cite some electronic understanding
products within their environment, discuss the role of embedded systems within them and also propose Level 3 Strategic
how some existing products could be improved by embedded systems. reasoning
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Level 4 Extended
Case studies: Learners can study real-world examples of computer systems that use CISC, RISC, and critical thinking
ARISC and learn about the trade-offs between performance, power consumption and cost. For example, and reasoning
they can compare how a modern smartphone using ARM RISC architecture uses less power than
traditional x86 CISC-based laptops.

Project-based Learning: Learners research a specific computer architecture or type of memory and
present their findings to the class. They can also compare and contrast different architectures and
memory types in terms of their features, advantages, and disadvantages.

Collaborative Learning: As learners learn about different computer architectures and memory types,
they can engage in class discussions and debates about the pros and cons of each.

Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about
their experiences working with CISC, RISC, ARISC and different types of memory can be a great way to
make the material more relatable and engaging for learners.

Experiential Learning: Virtual reality has great potential in teaching computer architectures and
memory types. It will help learners to see computer architectures and memory types in an interactive
way, making it easy to understand.
1.4.2.LI.4 1.4.2.AS.4
Specify use cases for RAM/ROM. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Initiate a discussion by using questions and answers to introduce conceptual
embedded systems, their evolution over time, features, application areas and some limitations. Learners understanding
cite some electronic products within their environment, discuss the role of embedded systems within Level 3 Strategic
them and also propose how some existing products could be improved by embedded systems. reasoning
Level 4 Extended
Case studies: Learners can study real-world examples of computer systems that use CISC, RISC, and critical thinking
ARISC and learn about the trade-offs between performance, power consumption and cost. For example, and reasoning
they can compare how a modern smartphone using ARM RISC architecture uses less power than
traditional x86 CISC-based laptops.

Project-based Learning: Learners research a specific computer architecture or type of memory and
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present their findings to the class. They can also compare and contrast different architectures and
memory types in terms of their features, advantages, and disadvantages.

Collaborative Learning: As learners learn about different computer architectures and memory types,
they can engage in class discussions and debates about the pros and cons of each.

Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about
their experiences working with CISC, RISC, ARISC, and different types of memory can be a great way to
make the material more relatable and engaging for learners.

Experiential Learning: Virtual reality has great potential in teaching computer architectures and
memory types. It will help learners see computer architectures and memory types in an interactive way,
making it easy to understand.
1.4.2.LI.5 1.4.2.AS.5
Describe the memory architectures of RAM and ROM. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Initiate a discussion by introducing embedded systems, their evolution conceptual
over time, features, application areas and some limitations. Learners cite some electronic products within understanding
their environment, discuss the role of embedded systems within them and also propose how some Level 3 Strategic
existing products could be improved by embedded systems. reasoning
Level 4 Extended
Case Studies: Learners can study real-world examples of computer systems that use CISC, RISC, and critical thinking
ARISC and learn about the trade-offs between performance, power consumption and cost. For example, and reasoning
they can compare how a modern smartphone using ARM RISC architecture uses less power than
traditional x86 CISC-based laptops.

Project-based Learning: Learners research a specific computer architecture or type of memory and
present their findings to the class. They can also compare and contrast different architectures and
memory types in terms of their features, advantages, and disadvantages.

Collaborative Learning: As learners learn about different computer architectures and memory types,
they can engage in class discussions and debates about the pros and cons of each.

Talk for Learning: Inviting a local IT professional or engineer to come and speak to the class about
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their experiences working with CISC, RISC, ARISC and different types of memory can be a great way to
make the material more relatable and engaging for learners.

Experiential Learning: Virtual reality has great potential in teaching computer architectures and
memory types. It will help learners to see computer architectures and memory types in an interactive
way, making it easy to understand.
Teaching and o Arduino Embedded System Kits o Audio-visual equipment and laptops with MS Office
Learning Resources o Video documentaries installed

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
1.4.2.CS.2 1.4.2.LI.1 1.4.2.AS.1
Demonstrate an Install and configure the environmental variables of the Arduino IDE and interface with the Level 1 Recall
understanding of the Arduino hardware successfully. Level 2 Skills of
Arduino Platform Digital Learning: Learners watch videos of Arduino IDE and how it functions. Learners make conceptual
observations and share with the whole class by adding to what others say. Explain how both the interface understanding
and the platform works. Level 3 Strategic
reasoning
Game-based Learning: Use games or simulations to teach Arduino to enable learners to visualise Level 4 Extended
complex concepts, practice problem-solving, and experiment with different scenarios. Learners share critical thinking
ideas and experiences. and reasoning

Teaching and o Arduino Embedded System Kits o Audio-visual equipment and laptops with MS Office
Learning Resources o Video documentaries installed

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YEAR TWO

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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 1. ENGINEERING IN SOCIETY

Learning Outcomes 21st Century Skills and Competencies GESI3, SEL4 and Shared National
Values
2.1.1.LO.1
Use systematic investigation to identify and Communication Skills: GESI: Providing the opportunity for
provide solutions to problems. o Learners develop this skill as they partake in class diverse learners to actively participate in
discussions all lessons in an inclusive manner and using
o Learners develop this skill as they partake in class GESI responsive language as pedagogy
discussions, communicate their ideas to group members, and ensures;
present the works of groups to the entire class. o Awareness of personal biases and
stereotypes
Collaboration: Learners develop the skill of collaboration as o Respect and tolerance for an
they work in groups. individual’s uniqueness and
peculiarities
Critical Thinking: Learners develop this skill as they come up o Sensitivity to the interrelatedness of
with processes to investigate problems. the various spheres of life, groups and
individuals.
Social Skills: Learners acquire social skills as they interact in
groups. National Core Values:
o Patriotism
Problem-solving Skills: Learners develop this skill as they o Faithfulness
grasp the concept of systematic investigation. o Honesty
o Loyalty
o Discipline


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o Respect
o Humility
o Assertiveness
o Good citizenship

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Demonstrate Explain systematic investigation and its relevance in engineering professional practice. Level 1 Recall
understanding of Level 2 Skills of
systematic investigation Managing Talk for Learning: conceptual
and model construction. o In a moderated discussion, learners share experiences on any problem they have encountered that understanding
required investigation and how they went about the investigation. Level 3 Strategic
o Learners think pair and share their views on what systematic investigation is in their own words. reasoning
Level 4 Extended
Organise/summarise their thoughts using concept maps/webbing. In pairs, let them mention the critical thinking and
usefulness of systematic investigation. reasoning
2.1.1.LI.2 2.1.1.AS.2
Explain the processes for systematic investigation. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners outline general processes for conceptual
systematic investigation. Use flowcharts to illustrate the process and summarise their views. understanding
Level 3 Strategic
Building on what others say: The facilitator fine-tunes the processes outlined by learners by adding reasoning
on. Level 4 Extended
critical thinking and
Collaborative Learning: Learners sit in groups, and each group is presented with a problem for the reasoning
group to brainstorm and come up with a process to investigate it. Each group presents their process to
the entire class for comments.
Teaching
Teachingand
and o Projector and laptop
Learning Resources
Learning Resources


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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 2. HEALTH AND SAFETY IN ENGINEERING PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.1.2.LO.1
Explain risk assessment Communication Skills: Learners develop this skill as they partake in class GESI: As facilitators steer
discussions discussions, they are mindful to stay
off biases, stereotypes, and prejudices
Problem-solving Skills: Learners hone this skill as they learn from the and place efforts to provide well-
experiences shared by others. balanced examples.
This will make learners;
Critical Thinking: o aware of their personal biases and
o Learners develop this skill as they determine the most appropriate situations stereotypes, embrace diversity,
to employ the various types of risk assessment. and practise inclusion.
o Learners develop this skill as they brainstorm on approaches to assess o embrace tolerance and empathy
presented risks. among each other.
o Learners develop this skill as they brainstorm on approaches to control o learn to listen to others of
various hazards. different gender and abilities, thus
developing tolerance and listening
skills.

National Core Values:

o Tolerance
o friendliness
o open-mindedness
o patience
o commitment
o hard work
2.1.2.LO.2

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Perform risk assessment Communication Skills: Learners develop this skill as they partake in group GESI: As all learners are supported
discussions. in an inclusive environment and given
equal opportunities, they will;
Critical Thinking: Learners develop this skill as they discuss the elements of the o appreciate, value, and embrace
risk assessment matrix. diversity as they are made to
work in groups.
Problem-solving Skills: Learners hone problem-solving skills as they perform o embrace tolerance and empathy
risk assessments. among each other.
o learn to resolve conflicts and
Critical Thinking: Learners develop this skill as they brainstorm to generate embrace differing opinions
assessment approaches. amicably.
Social Skills: Learners hone social skills as they engage in group discussions. o develop emotional intelligence as
others critique their submissions.

National Core Values:

o Tolerance
o Integrity
o Accountability
o Humility
o Assertiveness
o Patriotism

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Demonstrate Describe risk assessment and outline its relevance. Level 1 Recall
understanding of risk Level 2 Skills of
assessment. Managing Talk for Learning: conceptual
• In a moderated discussion, learners share experiences on any risk they or others understanding
encountered and how they evaluated it. Level 3 Strategic
• Learners think pair and share views on what risk assessment is and explain its benefits. reasoning
Level 4 Extended
Building on what others say: Build on the understanding of learners, provide an enhanced definition of critical thinking and
risk assessment and further fine-tune its benefits. reasoning
2.1.2.LI.2 2.1.2.AS.2
Explain the types of risk assessment. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Learners research the various types of risk assessments and share them conceptual
with the class. understanding
Level 3 Strategic
Collaborative Learning: In small, different tasks in mixed-ability groups, learners discuss when to use reasoning
the various types of risk assessment and share with the class. Summarise learners’ views using mind maps. Level 4 Extended
critical thinking and
reasoning
2.1.2.LI.3 2.1.2.AS.3
Explain the procedure for risk assessment. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In small mixed-ability groups, present various case studies and various conceptual
risk scenarios for learners to discuss how to assess them and share them with the class. understanding
Level 3 Strategic
Initiating Talk for Learning: The Facilitator explains to learners the broad approaches to risk reasoning
assessment and encourages them to ask questions for clarification. Organise views using flowcharts to Level 4 Extended
illustrate procedures for risk assessment critical thinking and
reasoning

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2.1.2.LI.4 2.1.2.AS.4
Explain control measures for various hazards. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Through questions and answers, learners mention hazards they know in conceptual
pairs. Learners think and share views on control measures that can be adopted to overcome various understanding
hazards. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
2.1.2.LI.5 2.1.2.AS.5
Apply the risk assessment matrix to a given risk scenario. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: conceptual
Learners watch videos or pictures on the risk assessment matrix and individually share their views on understanding
what it is. Guide learners to individually mention the importance of the matrix. Level 3 Strategic
reasoning
Through questions and answers, learners discuss the elements of the matrix and how it can be applied. Level 4 Extended
Add on what learners say to fine-tune their thoughts. critical thinking and
reasoning
2.1.2.LI.6 2.1.2.AS.6
Perform risk assessment through the use of case studies. Level 1 Recall
Level 2 Skills of
Collaborative and Problem-based Learning: Learners sit in mixed-ability groups. The groups are conceptual
presented with the same risk situation for each group to perform a comprehensive risk assessment and understanding
recommend control measures. The groups take turns to present their work to the class for critiquing. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
Teaching and o Projector and laptop
Learning Resources

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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 3. ETHICS AND PROFESSIONAL PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.1.3.LO.1
Explain the need for professionalism Communication Skills: GESI: Ensuring all learners in class
in engineering practice. o Learners develop this skill as they partake in class discussions irrespective of the diversity in ability,
o Learners develop this skill as they partake in class discussions. socio-cultural backgrounds, and
gender and soliciting contributions
Critical Thinking: This skill is developed as learners distinguish between from all learners ensures;
ethical and professional behaviour. o respect for individuals of varying
beliefs, religions, backgrounds and
Social responsibility: Learners develop social responsibility as they cultures
appreciate the benefits of professional behaviour. o knowledge of themselves and
others’ peculiarities, strengths and
weaknesses
o tolerance for diversity and respect
for all

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
2.1.3.LO.2
Identify professional behaviour in Communication Skills: Learners develop this skill as they partake in GESI: Ensuring all learners in class
engineering practice. class discussions. irrespective of the diversity in ability,

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socio-cultural backgrounds, and

Social Skills: Learners develop social as they learn from the discussions gender and soliciting contributions
from all learners ensures;
Social responsibility: o respect for individuals of varying
o Learners develop social responsibility as they discuss the attributes. beliefs, religions, backgrounds and
o Learners develop social responsibility as they discuss the cultures
consequences. o knowledge of themselves and
others’ peculiarities, strengths and
weaknesses
o tolerance for diversity and respect
for all

National Core Values:

o Tolerance
o friendliness
o open-mindedness
o patience
o commitment
o hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Demonstrate Explain professionalism in engineering practice. Level 1 Recall
understanding of Level 2 Skills of
professionalism and Initiating Talk for Learning: In a moderated discussion, learners comment on the quality of civil and conceptual
unprofessionalism in construction works around them. understanding
engineering practice. Level 3 Strategic
Provide cases and different scenarios for learners to determine what is professional or not. The facilitator Reasoning.
explains professionalism in engineering, drawing partly from the comments passed by learners. Level 4 Extended
critical thinking
and reasoning
2.1.3.LI.2 2.1.3.AS.2
Explain professional behaviour. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Through questions and answers, learners identify what professional conceptual
behaviour is by giving examples. Fine-tune learners’ understanding by explaining professional behaviour understanding
further. Level 3 Strategic
reasoning
Managing Talk for Learning: Use concept cartoons reflecting ethical/unethical behaviour and professional Level 4 Extended
behaviour. Learners debate the difference between them and examine what constitutes ethical and critical thinking
professional behaviour. and reasoning
2.1.3.LI.3 2.1.3.AS.3
Spell out the benefits of professional behaviour. Level 1 Recall:
Level 2 Skills of
Initiating Talk for Learning: Through questions and answers class discusses the benefits of professional conceptual
behaviour. Encourage individuals to share their thoughts and use webbing to organise their views. understanding:
Level 3 Strategic
reasoning:
Level 4 Extended
critical thinking
and reasoning:

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 2.1.3.LI.4 2.1.3.AS.4
Explain the characteristics of an ethical and professional workplace. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In pairs, think and share views on the characteristics of workplaces conceptual
where workers exhibit ethics and professionalism. Conversely, learners discuss the characteristics of understanding
workplaces where unethical and unprofessional conduct are exhibited. Provide various scenarios for learners Level 3
to say whether the environment will promote ethical and professional behaviour or not. Strategic
reasoning
Level 4 Extended
critical thinking
and reasoning
2.1.3.LI.5 2.1.3.AS.5
Outline the desired attributes of an engineer and explain how those attributes could be Level 1 Recall
developed. Level 2 Skills of
conceptual
Managing Talk for Learning: Individually, learners mention the desired characteristics of an engineer. Use understanding
webbing to summarise their views. Level 3 Strategic
In pairs, learners think about an agreed desired characteristic and discuss how engineers could inculcate reasoning
them. Learner shares their thought with the whole class. Level 4 Extended
critical thinking
and reasoning
2.1.3.LI.6 2.1.3.AS.6
Describe the consequences of unprofessional behaviour. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In small groups, learners discuss and share thoughts on the consequences of conceptual
unprofessional behaviour considering individual, organisational, and national dimensions. Groups add to what understanding
others have said in a polite manner. Level 3
Strategic
reasoning
Level 4 Extended
critical thinking
and reasoning
Teaching and o Projector and laptop
Learning Resources

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 1. CIRCUITS AND MACHINES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.2.1.LO.1
Explain the use of basic Communication Skills: Learners develop this skill as they partake in class GESI: Using GESI responsive
analogue electronic circuit discussions. pedagogies and language that supports
components all learners in an inclusive setting will;
Thinking Skills: Learners improve their skills as they contribute to the discussion. o Enable learners to freely ask
questions without
Career/Life Skills: The understanding of content puts learners on the path to intimidation.
becoming self-directed and independent learners. o help learners to embrace
empathy and discipline among
themselves.
o help learners to be disciplined
as deadlines are given for
their projects.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
2.2.1.LO.2
Apply the design process for Thinking Skills: Learners improve their thinking skills as they contribute to the GESI: Given equal opportunities to
simple electronic circuits. discussion. all learners irrespective of their
background and soliciting views from

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Career/Life Skills: The understanding of content puts learners on the path to all learners ensures;
becoming self-directed and independent learners. o respect for individuals of
varying beliefs, religions,
Communication Skills: Learners develop this skill as they partake in group backgrounds and cultures
discussions. o sensitivity to the inter-
relatedness of the various
Social Skills: Learners hone this skill as they interact in groups. spheres of life, groups and
individuals
Collaboration Skills: Learners enhance their ability to collaborate with others as o awareness of personal biases,
they work in teams. peculiarities and stereotypes
o tolerance for diversity
Information Literacy: Learners develop the skill as they search for basic
analogue electronic circuits to simulate and build. National Core Values:
o Tolerance
Technology usage: Learners learn to use various technologies as they work to o friendliness
simulate and build analogue electronic circuits. o open-mindedness
o patience
Career/Life Skills: The understanding of content puts learners on the path to o commitment and hard work
becoming self-directed and independent learners. o honesty and truthfulness

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.2.1.CS.1 2.2.1.LI.1 2.2.1.AS.1
Develop an
understanding of the
design Explain the functions of the basic components of analogue electronic circuits. Level 1 Recall
and construction Level 2 Skills of
processes for basic Initiating Talk for Learning: In different task groups, each group researches the functions of a conceptual
analogue electronic particular basic component of analogue electronic circuits. Learners share findings with the class and take understanding
circuits. comments and criticisms in a tolerant manner. Level 3 Strategic
reasoning
Experiential Learning: Learners watch videos on the uses of basic analogue electronic circuit Level 4 Extended
components and share observations with the whole class critical thinking and
reasoning
2.2.1.LI.2 2.2.1.AS.2

Apply knowledge of Electronic Components in designing Electronic Circuits Level 1 Recall

Level 2 Skills of
Experiential Learning: conceptual
Learners test various electronic components and share their observation with the whole class. The understanding
Facilitator guide learners to design fire alarm circuits, rain alarm circuits Level 3 Strategic
reasoning
Collaborative Learning: Put learners in groups to design power supply circuit, fire alarm circuit and Level 4 Extended
rain alarm circuit critical thinking
and reasoning
2.2.1.LI.3 2.2.1.AS.3
Use CAD tools for the design and analysis of simple analogue electronic circuits. Level 1 Recall
Level 2 Skills of
Experiential Learning: At the computer lab, the facilitator explains to learners how to use CAD tools conceptual
(e.g., Proteus software) to design and analyse simple analogue circuits. The facilitator guides learners to understanding
design and simulate simple analogue circuits. Level 3 Strategic
reasoning
Problem-based and collaborative Learning: In groups, learners search online for basic analogue Level 4 Extended
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electronic circuits to simulate and analyse. critical thinking and

reasoning
Problem-based, Collaborative and Experiential Learning: At the workshop, learners build and
test the circuits they had simulated. Other groups observe and comment.
Teaching and o Projector o Assorted basic components of analogue electronic circuits
Learning Resources o Laptop and videos on the components of analogue electronic
circuits

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 2. RENEWABLE ENERGY SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.2.2.LO.1
Apply operating principles of Communication Skills: Learners develop this skill as they Special attention given to the catch-up, regular
photovoltaic and solar thermal partake in class discussions. and gifted and talented learners leads to;
systems. o Respecting individuals of varying abilities,
Thinking Skills: Learners improve their skills as they contribute beliefs, religions and cultures
to the discussion. o Being sensitive to the inter-relatedness of
the various spheres of life, groups and
Career/Life Skills: The understanding of content puts learners individuals
on the path to becoming self-directed and independent learners. o Being aware of personal biases and
stereotypes
o Embracing diversity and practising
inclusion.

National Core Values:

o Integrity
o Tolerance
o Open-mindedness
o Patience
o Integrity
o Hard work
2.2.2.LO.2
Design a simple photovoltaic and Communication Skills: Learners develop this skill as they GESI: Ensuring all learners in class irrespective
solar thermal energy system. partake in class discussions. of the diversity in ability, socio-cultural
backgrounds, and gender and soliciting
Thinking Skills: Learners improve their skills as they contribute contributions from all learners ensures;
to the discussion. o respect for individuals of varying beliefs,
religions, backgrounds and cultures

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Career/Life Skills: The understanding of content puts learners o knowledge of themselves and others’
on the path to becoming self-directed and independent learners. peculiarities, strengths and weaknesses
o tolerance for diversity and respect for all
Social Skills: Learners hone this skill as they interact in groups.
National Core Values:
Collaboration Skills: Learners enhance their ability to o Tolerance
collaborate with others as they work in teams. o friendliness
o open-mindedness
Critical Thinking Skills: Learners enhance their critical o patience
thinking skills as they design photovoltaic and solar thermal o commitment
systems. o hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.2.2.CS.1 2.2.2.L.1.I 2.2.2.AS.1
Demonstrate Identify the basic components of photovoltaic and solar thermal systems. Level 1 Recall
understanding of basic Level 2 Skills of
concepts in Experiential Learning: Learners watch videos or pictures of photovoltaic and solar thermal systems conceptual
photovoltaic and solar and identify their basic components. understanding
thermal systems. Learners inspect basic components of photovoltaic and solar thermal systems and discuss their features. Level 3 Strategic
Further, learners watch videos on the installation of the two systems and share their observations with reasoning
the whole class. Level 4 Extended
critical thinking and
reasoning
2.2.2.L.1.2 2.2.2.AS.2
Explain the functions of the basic components of photovoltaic and solar thermal systems. Level 1 Recall
Level 2 Skills of
Collaborative Learning: In mixed-ability groups, different groups discuss the functions of the one conceptual
basic component of photovoltaic and solar thermal systems and share their research with the whole understanding
class. Other groups critique and add their views. Level 3 Strategic
reasoning
Experiential Learning: Learners watch videos on the functions of the basic components of Level 4 Extended
photovoltaic and solar thermal systems, as well as the installation of the two systems and share their critical thinking and
observations. Fine-tune learners’ views and summarise their thoughts. reasoning
2.2.2.L.1.3 2.2.2.AS.3
Operate and maintain simple photovoltaic and solar thermal energy systems. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners watch videos or pictures on the operation and maintenance of conceptual
photovoltaic and solar thermal systems. understanding
Level 3 Strategic
Managing Talk for Learning: In a moderated discussion, learners discuss how to operate and reasoning
maintain photovoltaic and solar thermal systems. Use webbing to summarise learners’ views. Level 4 Extended
critical thinking and
reasoning

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2.2.2.L.1.4 2.2.2.AS.4
Design and install simple photovoltaic and solar thermal systems. Level 1 Recall
Level 2 Skills of
Digital Learning: Learners watch videos on the design and installation of the two systems. In a conceptual
moderated discussion, learners share their observations and discuss how photovoltaic and solar thermal understanding
systems are designed and installed. Level 3 Strategic
reasoning
Managing Talk for Learning: Use a flowchart to illustrate the approach or processes to the basic Level 4 Extended
design and installation of such systems. critical thinking and
reasoning
Experiential and Problem-based Learning: Learners visit a facility of installed photovoltaic and
solar thermal systems to interact with engineers/technicians about the installations.
Learners are given group assignments to design photovoltaic and solar thermal systems for a facility.
Learners display for colleagues to observe and critique.
Teaching and o Projector
Learning Resources o Laptop and videos on the design and installation of photovoltaic and solar thermal systems.
o Visit facilities with installed photovoltaic and solar thermal systems.

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 3. ENERGY EFFICIENCY AND CONSERVATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.2.3.LO.1
Design energy management plan Communication Skills: Learners develop this skill as they partake in class GESI: As all learners are supported
and basic energy audit plan. discussions. in an inclusive environment and given
equal opportunities, they will;
Thinking Skills: Learners improve their skills as they contribute to the o appreciate, value, and embrace
discussion. diversity as they are made to
work in groups.
Career/Life Skills: The understanding of content puts learners on the path o embrace tolerance and empathy
to becoming self-directed and independent learners. among each other.
Social Skills: Learners hone this skill as they interact in groups. o learn to resolve conflicts and
embrace differing opinions
Collaboration Skills: Learners enhance their ability to collaborate with amicably.
others as they work in teams. o develop emotional intelligence as
others critique their submissions.
Critical Thinking Skills: Learners enhance their critical thinking skills as
they perform walk-through energy audits. National Core Values:
o Tolerance
o Integrity
o Accountability
o Humility
o Assertiveness
o Patriotism
2.2.3.LO.2
Explain energy-saving methods Communication Skills: Learners develop this skill as they partake in group GESI: Ensuring all learners in class
for electrical and thermal discussions. irrespective of the diversity in ability,
systems. socio-cultural backgrounds, and

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Social Skills: Learners hone this skill as they interact in groups. gender and soliciting contributions
from all learners ensures;
Collaboration Skills: Learners enhance their ability to collaborate with o respect for individuals of varying
others as they work in teams. beliefs, religions, backgrounds and
cultures
Critical Thinking Skills: Learners enhance their critical thinking skills when o knowledge of themselves and
discussing energy-saving measures. others’ peculiarities, strengths and
weaknesses
Career/Life Skills: The understanding of content puts learners on the path o tolerance for diversity and respect
to becoming self-directed and independent learners. for all

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
Demonstrate an Develop energy management plans. Level 1 Recall
understanding of energy Level 2 Skills of
management principles. Managing Talk for Learning: In pairs, learners think and share views on what they understand by conceptual
energy management. In moderated discussions, learners discuss the importance of energy management understanding
in facilities as well as the benefits of developing a plan for it. Level 3 Strategic
reasoning
Initiating Talk for Learning: Through questions and answers, learners explain the key components of Level 4 Extended
an energy management plan and the processes involved in developing a plan for a facility. In small groups, critical thinking and
guide learners to sketch energy management plans with the aid of a sample. reasoning
Groups share their sketches with the whole class for comments and additions. Encourage them to share
views in a respectful manner and tolerate the opinions of others.
2.2.3.LI.2 2.2.3.AS.2
Perform a walk-through energy audit of a facility and identify sources of energy wastage. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a moderated discussion, learners discuss what an audit (in general) is, conceptual
its importance, and processes. From the general understanding, learners explain what an energy audit is. understanding
Level 3 Strategic
Share with learners the procedure for performing a walk-through energy audit of a facility and how to reasoning
prepare a report. Level 4 Extended
critical thinking and
Problem-based, experiential and collaborative Learning: Learners grouped and tasked to reasoning
perform a walk-through energy audit of a selected facility in their school, e.g. classroom, offices,
dormitories, etc in their school. The groups present their report to the class for questions and
observations.
2.2.3.LI.3 2.2.3.AS.3
Identify energy-saving tips for electrical equipment. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners discuss energy conservation conceptual
measures for electrical equipment. Furthermore, learners compare varied measures to achieve common understanding

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saving goals in various equipment and systems. Level 3 Strategic

reasoning
Experiential Learning: Learners watch videos on energy savings in electrical equipment. Level 4 Extended
critical thinking and
Problem-based, Experiential and Collaborative Learning: In groups, learners assess selected reasoning
facilities in their school to know the energy-saving measures in place and those that could be deployed.
The groups present their findings to the class for comments
2.2.3.LI.4 2.2.3.AS.4
Identify appropriate energy-saving tips for thermal equipment. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners discuss energy conservation conceptual
measures for thermal equipment. Furthermore, learners compare varied measures to achieve common understanding:
saving goals in various equipment and systems. Level 3 Strategic
reasoning
Experiential Learning: Learners watch videos on energy savings in thermal equipment. Level 4 Extended
critical thinking and
Problem-based, Experiential and Collaborative Learning: In groups, learners assess facilities in reasoning
the school to know the energy-saving measures in place and those that could be deployed. The groups
present their findings to the class.
Teaching and o Projector o Videos on energy-saving measures for electrical equipment
Learning Resources o Laptop and videos on energy-saving measures for thermal
equipment.

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Subject ENGINEERING
Strand 3. SYSTEMS DESIGN AND PROTOTYPING
Sub-Strand 1. ENGINEERING DESIGN

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.3.1.LO.1
Consider all possible Critical Thinking: As learners attempt to find the best solution to a given GESI: Involving all learners in class
solutions and select the problem, they critically observe and analyse the various RP technologies, their irrespective of their varying abilities,
most suitable solution(s) relative strengths and use cases for the production of prototypes. gender and backgrounds, supporting
based on a set of them to share their views and
constraints. Collaboration: Learners sit in well-mixed (gender-balanced and culturally diverse) thoughts ensures;
groups and take turns to relay their observations to their peers. This provides the o respect for individuals of varying
opportunity to learn from others to understand and respect the needs, beliefs, religions, backgrounds and
perspectives, and actions of others. cultures
o sensitivity to the inter-
Communication: Learners express their thoughts among their peers in an relatedness of the various spheres
environment that is free from fear or intimidation. of life, groups and individuals
o awareness of personal biases,
Lifelong Learning: Learners, through self-directed learning, learn how to use ICT peculiarities and stereotypes
tools to improve their knowledge presentation skills as group presentations are o tolerance for diversity.
delivered through MS PowerPoint. Learners also develop an inquiry-based approach
to continual learning in their attempt to use digital tools to research and present on National Core Values:
various RP technologies. o Tolerance
o Friendliness
Problem-Solving: Learners identify a problem and design solutions for the o Open-mindedness
identified problems. o Patience
o Commitment
o Integrity
2.3.1.LO.2
Design prototypes based on Critical Thinking: As learners attempt to find the best solution to a given
given solution requirements. problem, they critically observe and analyse the various RP technologies, their

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relative strengths and use cases for the production of prototypes.

Collaboration: Learners sit in well-mixed (gender-balanced and culturally diverse)

groups and take turns to relay their observations to their peers. This provides the
opportunity to learn from others to understand and respect the needs,
perspectives, and actions of others.

Communication: Learners express their thoughts among their peers in an

environment that is free from fear or intimidation.
Lifelong Learning: Learners, through self-directed learning, learn how to use ICT
tools to improve their knowledge presentation skills as group presentations are
delivered through MS PowerPoint. Learners also develop an inquiry-based approach
to continual learning in their attempt to use digital tools to research and present on
various RP technologies.

Problem-Solving: Learners identify a problem and design solutions for the

identified problems.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.3.1.CS.1 2.3.1.LI.1 2.3.1.AS.1
Demonstrate the ability Analyse critically a set of possible solutions to a given problem and justify the choice of an Level 1 Recall
to select an optimal optimal solution. Level 2 Skills of
solution from a given set conceptual
of solutions to a Initiating Talk for Learning: Initiate a discussion on the evaluation of solutions to a complex real- understanding
problem. world problem based on prioritised criteria and trade-offs that account for a range of constraints, Level 3 Strategic
including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental reasoning
impacts. Level 4 Extended
critical thinking
Problem-based Learning: Learners are given a case study to critically analyse the possible solutions and reasoning
and make a report on the justification of selected solution(s) based on a range of constraints, including
cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

Collaborative Learning: Learners work in groups and make presentations on their solution to a case
study to the whole class for comments
Teaching and o 3D Modelling Software, for example, Autodesk Fusion 360, Tinkercad and SketchUp 3D Printer Online Tutorials on the 3D
Learning Resources printers and modelling software
o Case studies: Case studies of real-world applications of 3D printing and rapid prototyping
o Textbooks

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.1.CS.2 2.3.1.LI.1 2.3.1.AS.1
Demonstrate the ability Design a working prototype based on design requirements. Level 1 Recall
to design and build Level 2 Skills of
working prototypes to Initiating Talk for Learning: Show learners how a 3D printer works (using a 3D printer, conceptual
model a solution to any software, or a digital model) and walk the class through the process of creating simple objects. understanding
given problem. Level 3 Strategic
Experiential Learning: Have learners design and print their own objects. Give learners a project reasoning
in which they have to design and print their own objects using 3D modelling software. These could Level 4 Extended
be simple objects like a keychain, the power button of a laptop, a phone housing, etc. critical thinking and
Have learners design and print their own objects and award the best 3 designs. reasoning

Collaborative Learning: Work in groups and discuss learners’ observations on the strengths and
weaknesses of 3D printing as well as the future of 3D printing. Groups should make presentations
on their observations.
Teaching and o 3D Modelling Software, example Autodesk Fusion 360, Tinkercad and SketchUp 3D Printer, Online Tutorials on 3D
Learning Resources printers and modelling software,
o Case studies: Case studies of real-world applications of 3D printing and rapid prototyping
o Textbooks

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Subject ENGINEERING
Strand 3. SYSTEMS DESIGN AND PROTOTYPING
Sub-Strand 2. RAPID PROTOTYPING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
2.3.2.LO.1
Navigate the CAD tools Collaboration: Working with others on projects or problems can help GESI: Using inclusive strategies and pedagogies
and perform basic learners develop important teamwork and communication skills. that promote all learners’ well-being and
operations and functions develop their potential;
associated with model Creativity: Inquiry-based learning and project-based learning can allow o Respect for others and alternative
design. learners to explore and think creatively about creating models using CAD views, as well as the awareness of own
and CAM tools. biases.
o Protect the weak work for the
Critical Thinking and Problem-Solving: Problem-based learning and betterment of society and make
inquiry-based learning can help learners develop critical thinking and learners advocate for peace and justice.
problem-solving skills as they work to apply their knowledge of CAD and o Exhibit empathy towards people with
CAM tools to design and produce innovative models. special needs,

Digital Literacy: Using online resources and simulations can help learners National Core Values:
develop skills in using technology and finding and evaluating online o Sacrifice
information. o selflessness
o compassion
Adaptability: Working on real-world projects or problems can help o fairness
learners learn to adapt and be flexible as they encounter new challenges o justice
and changing requirements. o generosity,
o co-operation
Initiative: Giving learners the opportunity to take the lead on projects and o commitment
explore 3D production technologies on their own can help them develop o collaboration
initiative and self-direction. o excellence
o resourcefulness
o self-discipline

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2.3.2.LO.2
Implement CAD models Collaboration: Working with others on projects or problems can help GESI: Creating equal opportunities for all
using 3D printing systems. learners develop important teamwork and communication skills. learners to participate in class through the use
of balanced gender groups leads to;
Creativity: Inquiry-based learning and project-based learning can allow o tolerance and respect for each other
learners to explore and think creatively about creating models using CAD o confidence and efficacy in their ability to
and CAM tools. perform
o awareness of themselves and others, taking
Critical Thinking and Problem-Solving: Problem-based learning and into consideration their biases and
inquiry-based learning can help learners develop critical thinking and stereotypes.
problem-solving skills as they work to apply their knowledge of CAD and
CAM tools to design and produce innovative models. National Core Values:
o Tolerance
Digital Literacy: Using online resources and simulations can help learners o Friendliness
develop skills in using technology and finding and evaluating online o Open-mindedness
information. o Patience
o Commitment
Adaptability: Working on real-world projects or problems can help o Integrity
learners learn to adapt and be flexible as they encounter new challenges
and changing requirements.
Initiative: Giving learners the opportunity to take the lead on projects and
explore 3D production technologies on their own can help them develop
initiative and self-direction.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.2.CS.1 2.3.2.LI.1 2.3.2.AS.1
Demonstrate Apply CAD tools to create models Level 1 Recall
understanding of the use Level 2 Skills of
of CAD tools for the Talk for Learning: Begin by introducing learners to the fundamental concepts and principles of CAD, conceptual
design of models. such as the user interface, basic drawing and modelling techniques, and the use of layers. understanding
Level 3 Strategic
Experiential Learning: Provide learners with examples of real-world designs and have them practice reasoning
creating similar designs on their own. This will help them understand how to apply the concepts they Level 4 Extended
are learning in a practical setting. critical thinking
and reasoning
Self-Directed Learning: Explore online resources: There are many online resources available that can
help Learners learn more about CAD and how to use it. Some good options include online tutorials,
instructional videos, and forums where learners can ask questions and get feedback from experts.
Learners learn additional knowledge and experiences of 3D printing and present individual reports.

Project-based Learning: Incorporate hands-on projects that allow learners to apply their CAD skills
to real-world design challenges. This can help them develop their problem-solving skills and better
understand the design process.
Teaching and o Computers with CAD Software installed (Sketchup, Solid Works)
Learning Resources o Video Tutorials for Self-Directed Learning
o Textbooks and Design manuals for CAD practice assignments
o Integrated 3D printing machines with CAM functionality

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.3.2.CS.2 2.3.2.LI.1 2.3.2.AS.1
Demonstrate ability to Set up, configure and utilise a 3D printer to produce CAD prototype models. Level 1 Recall
implement CAD models Initiating Talk for Learning: Shows learners how a 3D printer works (using a 3D printer, software, Level 2 Skills of
using 3D printers. or a digital model) and walks the class through the process of creating simple objects. conceptual
understanding
Experiential Learning: Have learners design and print their own objects. Give learners a project in Level 3 Strategic
which they have to design and print their own objects using 3D modelling software. These could be reasoning
simple objects like a keychain, the power button of a laptop, a phone housing, etc. Level 4 Extended
critical thinking
Have learners design and print their own objects and award the best 3 designs. and reasoning

Collaborative Learning: Work in groups on a design challenge. Groups will compete to design and
produce models using the suite of CAD / CAM tools available according to design requirements or
constraints given by the facilitator. Each group should assign a specific role(s) to members towards the
solution of the challenge. Roles may, for example may, be modelled after typical design and production
teams in the industry to give them relevant exposure and develop team and collaborative skills in them.
Teaching and o Computers with CAD Software installed (Sketchup, Solid o Textbooks and Design manuals for CAD practice
Learning Resources Works) assignments
o Video Tutorials for Self-Directed Learning o Integrated 3D printing machines with CAM functionality.

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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 1. AUTOMATION TECHNOLOGIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.4.1.LO.1
Utilise basic electronic components for Collaboration: Working with others on projects or problems can GESI: Ensuring all learners in class
simple automation tasks. help learners develop important teamwork and communication skills. irrespective of the diversity in ability,
socio-cultural backgrounds, and
Critical Thinking and Problem-Solving: Problem-based learning gender and soliciting contributions
and inquiry-based learning can help learners develop critical thinking from all learners ensures;
and problem-solving skills as they interpret technical diagrams to o respect for individuals of varying
implement a solution or troubleshoot systems. beliefs, religions, backgrounds and
cultures
Digital Literacy: Using online resources and simulations can help o knowledge of themselves and
learners develop skills in using technology and finding and evaluating others’ peculiarities, strengths and
online information. weaknesses
o tolerance for diversity and respect
Adaptability: Working on real-world projects or problems can for all
help learners learn to adapt and be flexible as they encounter new
challenges and changing requirements. National Core Values:
o Tolerance
Initiative: Giving learners the opportunity to take the lead on o Friendliness
projects and explore other resources on Engineering drawings on o Open-mindedness
their own can help them develop initiative and self-direction. o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
2.4.1.CS.1 2.4.1.LI.1 2.4.1.AS.1
Demonstrate Design and build simple automation systems using basic electronic components like Level 1 Recall
understanding of the transistors, resistors, capacitors, relays, LEDs, LDRs, motors, etc. Level 2 Skills of
concepts of basic conceptual
electronics for Experiential Learning: The facilitator guides learners to assemble electronic components on a understanding
automation systems. breadboard to build a simple automated circuit, such as an automated streetlight with LDR and explains Level 3 Strategic
the functions of each component in the circuit. Learners are then left to modify the circuit to increase its reasoning
functionality and complexity by adding timing functions or motion sensors, for example. Learners should Level 4 Extended
be given schematics of common automation circuits to assemble and practice with them by modifying critical thinking
components to vary performance. and reasoning

Project-based Learning: Learners work on a project that involves designing and implementing an
electronic circuit for an automation problem, given the requirements.

Self-Directed Learning: Learners are given access to online resources to explore further electronic
automation circuits for implementation and experimentation. Learners should be motivated to individually
build and test at least three (3) of such circuits on their own.

Collaborative Learning: Learners work in groups to design, implement, test and document an
electronic circuit for an automation problem. Each group should assign a specific role(s) to members
towards the solution of the challenge. Roles may, for example may, be modelled after typical design and
production teams in the industry to give them the relevant exposure and develop team and collaborative
skills in them.
Teaching and o Industrial Automation Workshop o audio-visual equipment
Learning Resources o Video documentaries o laptops with MS Office installed


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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 2. EMBEDDED SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
2.4.2.LO.1
Use the IDE of Arduino to Collaboration: Working with others on projects or problems can help learners GESI: Working with each other in
write simple programmes in C develop important teamwork and communication skills. an inclusive way, cross-sharing of
and upload them onto the knowledge and understanding
Arduino microcontroller. Critical Thinking and Problem-Solving: Problem-based learning and inquiry- between and among groups and
based learning can help learners develop critical thinking and problem-solving skills individuals, for instance, leads to;
as they interpret technical diagrams to implement a solution or troubleshoot o Respecting individuals of varying
systems. beliefs, religions and cultures
o Being sensitive to the inter-
Digital Literacy: Using online resources and simulations can help learners relatedness of the various
develop skills in using technology and finding and evaluating online information. spheres of life, groups and
individuals
Adaptability: Working on real-world projects or problems can help learners o Being aware of personal biases
learn to adapt and be flexible as they encounter new challenges and changing and stereotypes
requirements. o Embracing diversity and
practising inclusion.
Initiative: Giving learners the opportunity to take the lead on projects and
explore other resources on Engineering drawings on their own can help them National Core Values:
develop initiative and self-direction. o Tolerance
o Friendliness
o Open-Mindedness
o Patience
o Commitment
o Hard Work

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2.4.2.LO.2
Develop applications which Collaboration: Working with others on projects or problems can help learners GESI: Encouraging all learners in
interface with simple hardware develop important teamwork and communication skills. class, irrespective of the diversity in
like switches, LEDs, LCDs, gender, ability and background and
Relays, IR Sensors, Seven and Critical Thinking and Problem-Solving: Problem-based learning and inquiry- supporting each of them to share
Multi-Segment Displays, as well based learning can help learners develop critical thinking and problem-solving skills their views ensures;
as other digital sensors. as they interpret technical diagrams to implement a solution or troubleshoot o respect for individuals of varying
systems. beliefs, religions, backgrounds
and cultures
Digital Literacy: Using online resources and simulations can help learners o knowledge of themselves and
develop skills in using technology and finding and evaluating online information. others’ peculiarities and
stereotypes
Adaptability: Working on real-world projects or problems can help learners o tolerance for diversity and
learn to adapt and be flexible as they encounter new challenges and changing respect for all
requirements.
National Core Values:
Initiative: Giving learners the opportunity to take the lead on projects and o Tolerance
explore other resources on Engineering drawings on their own can help them o Friendliness
develop initiative and self-direction. o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.2.CS.1 2.4.2.LI.1 2.4.2.AS.1
Demonstrate an ability Declare variables and constants, perform control actions and loops, write functions in C, Level 1 Recall
to programme in the test and debug programmes within the Arduino IDE. Level 2 Skills of
Arduino Environment. conceptual
Experiential Learning: Guide learners through the basics of navigating the Arduino microcontroller understanding
and IDE through hands-on exercises. The facilitator should guide the learners to implement simple Level 3 Strategic
concepts in C programming like variable and constant declarations, loops, if else decisions, functions and reasoning
debugging within the Arduino IDE. Simple hardware interfacing with LEDs and switches should be Level 4 Extended
employed to demonstrate these concepts. critical thinking
and reasoning
Project-based Learning: Learners work on a simple mini project like a traffic light where they apply
their programming skills to solve the given problem.

Digital Learning: Learners are encouraged to use the available online resources to explore more
tutorials and programming projects involving Arduino-embedded kits.

Collaborative Learning: Learners work in groups on a mini project. Each group should assign a
specific role(s) to members towards the solution of the challenge. Roles may, for example may, be
modelled after typical design and production teams in the industry to give them the relevant exposure
and develop team and collaborative skills.
Teaching and o Arduino Embedded System Kits
Learning Resources o Video documentaries
o audio-visual equipment and laptops with MS Office installed

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
2.4.2.CS.2 2.4.2.LI.1 2.4.2.AS.1
Demonstrate an ability Design simple Arduino-based embedded systems which interface with basic hardware like Level 1 Recall
to interface with general switches, LEDs, LCDs, Relays, IR Sensors, Seven and Multi-Segment Displays, as well as Level 2 Skills of
hardware. other digital sensors. conceptual
understanding
Project-based experiential Learning: Through simple projects, the facilitator guides learners to Level 3 Strategic
assemble circuits involving hardware such as switches, LEDs, LCDs, Relays, IR Sensors, Seven and Multi- reasoning
Segment Displays as well as other digital sensors on solderless breadboards to be interfaced with the Level 4 Extended
Arduino microcontroller. The facilitator uses these mini projects to demonstrate the relevant sections critical thinking
of code for interfacing these respective hardware and leaves the learners to manipulate the hardware and reasoning
and code to observe the changes which occur. These projects should be carefully selected to have
relevance to the environment and interest of the learners. Examples of such projects could be but are
not limited to the following: the display of current date and time on LCDs, intelligent traffic light
displays, stopwatches, countdown timers, intelligent street lights, and the display and scrolling of
names on multi-segment displays.

Self-Directed Learning: Learners are given access to online resources to explore further hardware
interfacing projects for implementation and experimentation. Learners should be motivated to
individually build and test at least three (3) of such projects on their own and in groups and present to
peers.

Collaborative Learning: Learners work in groups to design, implement, test and document simple
embedded solutions involving interfacing with hardware like switches, LEDs, LCDs, Relays, IR Sensors,
Seven and Multi-Segment Displays, as well as other digital sensors. Each group should assign a specific
role(s) to members towards the solution of the challenge. Roles may, for example may, be modelled
after typical design and production teams in the industry to give them the relevant exposure and
develop team and collaborative skills in them.
Teaching and o Arduino Embedded System Kits o Audio-visual equipment and laptops with MS Office
Learning Resources o Video documentaries installed


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YEAR THREE

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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 1. ENGINEERING IN SOCIETY

Learning Outcomes 21st Century Skills and Competencies GESI5, SEL6 and Shared National Values
3.1.1.LO.1
Demonstrate an Communication Skills: Learners develop this skill as they partake in class GESI: Promoting inclusivity in the classroom by
understanding of the discussions. encouraging every learner to actively participate
role of engineering in in lessons and cross-sharing of ideas and thoughts
the attainment of the Thinking Skills: Learners hone their thinking skills through the discussions. between and among groups and individuals
sustainable ensures;
development goals. Social responsibility: o Respecting individuals of varying beliefs,
o Learners develop social responsibility as they discuss the SDGs. religions and cultures
o Learners develop social responsibility as they discuss the SDGs. o Being sensitive to the inter-relatedness of the
various spheres of life, groups and individuals
o Being aware of personal biases and
stereotypes
o Embracing diversity and practising inclusion.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
o Integrity
3.1.1.LO.2

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Propose solutions to Communication Skills: Learners develop this skill as they partake in class GESI: Ensuring all learners in class irrespective of
engineering-related discussions. the diversity in ability, socio-cultural backgrounds,
SDGs. and gender and soliciting contributions from all
Thinking Skills: Learners hone their thinking skills through discussions. learners ensures;
o respect for individuals of varying beliefs,
Social responsibility: religions, backgrounds and cultures
o Learners develop social responsibility as they discuss the SDGs. o knowledge of themselves and others’
o Learners develop social responsibility as they work to propose solutions peculiarities, strengths and weaknesses
to engineering-related SDGs. o tolerance for diversity and respect for all.

Critical Thinking: Learners hone their critical thinking capabilities as they National Core Values:
work to develop innovative solutions. o Tolerance
o Friendliness
Social Skills: Learners enhance this skill as they interact in project groups. o Open-mindedness
o Patience
Information Literacy: Learners develop this skill as they search various o Commitment
databases to obtain information to develop the required solutions. o Hard work

Creativity: The creativity of learners is honed through the project

execution.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Engineering in Society. Define the sustainable development goals. Level 1 Recall
Level 2 Skills of
Managing Talk for Learning: In a moderated discussion, learners discuss the membership and conceptual
activities of the UN. understanding
Level 3 Strategic
Initiating Talk for Learning: The Facilitator explains the rationale for setting the SDGs and further reasoning
outlines the SDGs. Level 4 Extended
critical thinking and
Managing Talk for Learning: In a moderated discussion, learners discuss the extent of attainment of reasoning
the SDGs in relation to Ghana.

Experiential Learning: Learners watch videos on the SDGs.

3.1.1.LI.2 3.1.1.AS.2
Explain the role of the SDGs in societal development. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Through questions and answers, learners brainstorm the role of the conceptual
SDGs in societal development. In small mixed-ability/gender groups, learners select one SDG, discuss understanding
how it can be addressed, and share findings with the class Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
3.1.1.LI.3 3.1.1.AS.3
Describing engineering solutions for attaining specific SDGs. Level 1 Recall
Level 2 Skills of
Collaborative Learning: In their small groups, learners discuss selected SDGs and how engineering conceptual
can be used to provide solutions. Groups share findings with the whole class for comments. Summarise understanding
learners' thoughts using webbing or maps for each SDG and proffered solutions. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
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reasoning

3.1.1.LI.4 3.1.1.AS.4
Designing and developing innovative solutions towards the attainment of SDGs Level 1 Recall
Level 2 Skills of
Problem-based Learning: Learners in groups select and execute group projects by conceiving and conceptual
developing innovative engineering solutions to address at least one SDG. The groups present their understanding
projects to the class for comments. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking
and reasoning
Teaching and o Projector, laptop and videos on the SDGs o Tools and machinery as may be required to execute the
Learning Resources o Assorted components projects


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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 2. HEALTH AND SAFETY IN ENGINEERING PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.1.2.LO.1
Implement good Communication Skills: Learners develop this skill as they GESI: Given equal opportunities to all learners irrespective
housekeeping measures. partake in class discussions. of their background and soliciting views from all learners
ensures;
Thinking Skills: Learners hone their thinking skills through o respect for individuals of varying beliefs, religions,
the discussions. backgrounds and cultures
o sensitivity to the inter-relatedness of the various
Critical thinking Skills: Learners hone critical thinking skills spheres of life, groups and individuals
as they develop housekeeping rules. o awareness of personal biases, peculiarities and
stereotypes
o tolerance for diversity.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment and hard work
o Honesty and truthfulness
3.1.2.LO.2
Administering appropriate Communication Skills: Learners develop this skill as they GESI: Using mixed-ability and mixed-gender pairing, special
first aid for various partake in class discussions. attention given to the catch-up, regular and gifted and
workplace accidents. talented learners leads to;
Critical thinking Skills: o Respecting individuals of varying abilities, beliefs,
o Learners hone critical thinking skills as they bring up religions and cultures
materials and tools for first aid. o Being sensitive to the inter-relatedness of the various
o Learners hone critical thinking skills as they generate spheres of life, groups and individuals

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approaches to administer first aid. o Being aware of personal biases and stereotypes
o Embracing diversity and practising inclusion.
Problem-solving: Learners acquire skills to address
workplace accidents. National Core Values:
o Integrity
o Tolerance
o Open-mindedness
o Patience
o Integrity hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Demonstrate Explain the need for good housekeeping. Level 1 Recall
understanding of Level 2 Skills of
workplace safety and Initiating Talk for Learning: In a moderated discussion, learners discuss how they keep their conceptual
welfare. dormitories and homes in order. Furthermore, learners discuss the benefits derived from such understanding
housekeeping. Level 3 Strategic
reasoning
In a learner-led discussion, explain housekeeping in engineering practice and highlight its importance. Level 4 Extended
Summarise views using webbing. critical thinking and
reasoning
3.1.2.LI.2 3.1.2.AS.2
Explain the consequences of poor housekeeping. Level 1 Recall
Level 2 Skills of
Collaborative Learning: In small groups, learners discuss the adverse effects of poor housekeeping conceptual
and share their views with the whole class. Add to what groups say to fine-tune their thoughts. understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
3.1.2.LI.3 3.1.2.AS.3
Outline housekeeping rules at construction sites, manufacturing/production areas, and Level 1 Recall
offices. Level 2 Skills of
conceptual
Initiating Talk for Learning: In a question-and-answer session, learners discuss housekeeping rules understanding
at construction sites, manufacturing/production areas, and offices and the relevance of each rule. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning

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3.1.2.LI.4 3.1.2.AS.4
Administer first aid to victims of common workplace accidents. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a learner-led/moderated discussion, learners share experiences on conceptual
what first aid is and the administration of first aid. Furthermore, learners discuss the importance of understanding
first aid and list basic tools Level 3 Strategic
and materials used. reasoning
Level 4 Extended
Experiential Learning: Learners watch videos on tools and materials for first aid and how they are critical thinking and
used. reasoning
Learners discuss how to administer first aid to victims of common workplace accidents.
Learner roleplay workplace accidents for some colleagues to administer first aid. Other learners
observe and comment.
Teaching and o Projector o Videos on tools and materials for first aid.
Learning Resources o Laptop o Videos on the administration of first aid to accident victims
o basic materials and tools for first aid


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Subject ENGINEERING
Strand 1. ENGINEERING PRACTICE
Sub-Strand 3. ETHICS AND PROFESSIONAL PRACTICE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.1.3.LO.1
Demonstrate an understanding Communication Skills: Learners develop this skill as they partake in class GESI: Using GESI responsive
of professional codes of ethics. discussions. pedagogies and language that supports
all learners in an inclusive setting will;
Thinking Skills: Learners hone their thinking skills through the discussions. o enable learners to freely ask
questions without intimidation.
Information Literacy: Learners develop the skill as they search for ethical o help learners embrace empathy
codes of professional bodies. and discipline among themselves.
o help learners to be disciplined as
Social Responsibility Skills: deadlines are given for their
o Learners imbibe the skill as they review the ethical codes of professional projects.
bodies.
o Learners imbibe the skill as they review conduct in line with ethical National Core Values:
codes. o Tolerance
o Friendliness
Critical Thinking: o Open-mindedness
o This skill is developed as learners assess the ethical codes o Patience
o The skill is honed as learners judge various conducts. o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Ethics and Professional Describe the nature, relevance, and mandate of professional bodies. Level 1 Recall
Practice. Level 2 Skills of
Initiating Talk for Learning: The Facilitator leads a discussion to list professional bodies in Ghana. conceptual
In small groups, learners select and discuss a particular professional body and their relevance and understanding
mandate. Groups share findings with the whole class. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
3.1.3.LI.2 3.1.3.AS.2
Explain the importance and nature of professional codes of ethics. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a learner-led moderated discussion, learners discuss the nature and conceptual
importance of their school's code of conduct. Furthermore, learners discuss the importance of understanding
professional ethical codes. Level 3 Strategic
reasoning
Through questions and answers, learners explain the differences between codes of ethics and codes of Level 4 Extended
conduct. Add to learners’ views and fine-tune their thoughts. critical thinking and
reasoning
Collaborative Learning: In groups, learners are tasked to visit the websites of some engineering
professional bodies in Ghana and report on their code of conduct.
In a facilitator-moderated discussion, learners discuss the appropriateness or otherwise of the codes of
ethics presented by the groups.
3.1.3.LI.3 3.1.3.AS.3
Determine whether or not a conduct violates a code of ethics. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a moderated discussion, the facilitator presents various cases or conceptual
scenarios of conduct for learners to assess whether they violate any professional ethical code. Learners understanding
also present various conducts for review by the class. Level 3 Strategic
Reasoning:
Level 4 Extended
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critical thinking and

reasoning
Teaching and o Projector and laptop
Learning Resources

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 1. CIRCUITS AND MACHINES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.1.LO.1
Explain the types and uses of various Communication Skills: Learners hone this skill as they GESI: Given equal opportunities to all
electrical machines. partake in class discussions. learners irrespective of their background
and soliciting views from all learners ensures;
Career/Life Skills: The understanding of content puts o respect for individuals of varying beliefs,
learners on the path to becoming self-directed and religions, backgrounds and cultures
independent learners. o sensitivity to the inter-relatedness of
the various spheres of life, groups and
individuals
o awareness of personal biases,
peculiarities and stereotypes
o tolerance for diversity

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment and hard work
o Honesty and truthfulness
3.2.1.LO.2
Demonstrate how to operate various Communication Skills: Learners hone this skill as they GESI: Using mixed-ability and mixed-gender
electrical machines. partake in class discussions. pairing, special attention given to the catch-
up, regular and gifted and talented learners
Career/Life Skills: The understanding of content puts leads to;
learners on the path to becoming self-directed and o Respecting individuals of varying abilities,
independent learners. beliefs, religions and cultures

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o Being sensitive to the inter-relatedness

of the various spheres of life, groups and
individuals
o Being aware of personal biases and
stereotypes
o Embracing diversity and practising
inclusion.
National Core Values:
o Integrity
o Tolerance
o Open-mindedness
o Patience
o Integrity
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Demonstrate Identify various electrical machines. Level 1 Recall
understanding of the Level 2 Skills of
application of Initiating Talk for Learning: The Facilitator provides a comprehensive list (with pictures) of the types conceptual
electrical machines. of electrical machines. understanding
Level 3 Strategic
Experiential Learning: Learners familiarise themselves with various electrical generators, motors, and reasoning
transformers Level 4 Extended
In a moderated discussion, learners discuss the physical features of the machines they have familiarised critical thinking and
themselves with. reasoning
3.2.1.LI.2 3.2.1.AS.2
Explain the uses of transformers, DC & AC motors, DC and AC generators, and special Level 1 Recall
electrical machines (i.e., stepper motors, servo motors, etc.) Level 2 Skills of
conceptual
Experiential Learning: Learners watch videos about the applications of the various machines. Learners understanding
share their observations on the uses of the various electrical machines. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
3.2.1.LI.3 3.2.1.AS.3
Operate (connect, control, and disconnect) electrical machines. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners are assisted to turn on the electrical machines, vary their speed, power conceptual
output, torque, etc., as applicable, and finally turn them off. Furthermore, learners watch videos on how to understanding
operate the various machines. Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning

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3.2.1.LI.4 3.2.1.AS.4
Explain the safety measures associated with the use of the various electrical machines. Level 1 Recall
Level 2 Skills of
Collaborative Learning: In mixed-ability groups, learners use a type of machine and discuss the safety conceptual
precautions that should be observed when operating the various electrical machines. understanding
Level 3 Strategic
Experiential Learning: Learners watch videos on safety precautions in the use of electrical machines. reasoning
Through questioning, learners provide a comprehensive list of precautionary measures and their relevance. Level 4 Extended
critical thinking and
reasoning
Teaching and o Videos on the applications of electrical machines o AC and DC motors
Learning o Projector o special electrical machines, including stepper and servo
Resources o Laptop motor
o Transformers o Videos on the applications of electrical machines
o AC and DC generators o Videos on safety measures in the use of electrical machines.

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 2. RENEWABLE ENERGY SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.2.2.LO.1
Explain wind and bioenergy Communication Skills: Learners develop this skill as they partake in class GESI: Ensuring all learners in class
systems. discussions. irrespective of the diversity in ability,
socio-cultural backgrounds, and
Thinking Skills: Learners improve their skills as they contribute to the discussion. gender and soliciting contributions
from all learners ensures;
Career/Life Skills: The understanding of content puts learners on the path to o respect for individuals of varying
becoming self-directed and independent learners. beliefs, religions, backgrounds
and cultures
o knowledge of themselves and
others’ peculiarities, strengths
and weaknesses
o tolerance for diversity, and
respect for all.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
3.2.2.LO.2
Explain the architecture of Communication Skills: Learners develop this skill as they partake in class GESI: Ensuring all learners in class,
wind and bioenergy systems. discussions. irrespective of the diversity in ability,
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Thinking Skills: Learners improve their skills as they contribute to the discussion. gender and soliciting contributions
from all learners ensures;
Career/Life Skills: The understanding of content puts learners on the path to o respect for individuals of varying
becoming self-directed and independent learners. beliefs, religions, backgrounds
and cultures
Social Skills: Learners hone this skill as they interact in groups. o knowledge of themselves and
others’ peculiarities, strengths
Collaboration Skills: Learners enhance their ability to collaborate with others as and weaknesses
they work in teams. o tolerance for diversity and
Critical Thinking Skills: Learners enhance their critical thinking skills as they respect for all
design wind and bioenergy systems.
National Core Values:
o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
Demonstrate Identify the basic components of wind and bioenergy systems. Level 1 Recall
understanding of basic Level 2 Skills of
wind and bioenergy Initiating Talk for Learning: In a moderated discussion, learners identify and discuss the basic conceptual
systems. components of wind and bioenergy systems. understanding
Level 3 Strategic
Experiential Learning: Learners inspect basic components of wind and bioenergy systems and discuss reasoning
their features. Further, learners watch videos on the installation of the two systems and share their Level 4 Extended
observations. critical thinking and
reasoning
3.2.2.LI.2 3.2.2.AS.2
Explain the functions of the basic components of wind and bioenergy systems. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In small groups, learners select a component of wind and bioenergy conceptual
systems and discuss its functions. understanding
Level 3 Strategic
Experiential Learning: Learners watch videos on the functions of the basic components of wind and reasoning
bioenergy systems, as well as the installation of the two systems, and share observations. Level 4 Extended
critical thinking and
reasoning
3.2.2.LI.3 3.2.2.AS.3
Design and install simple wind and bioenergy systems. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners watch videos on the operation and maintenance of wind and bioenergy conceptual
systems or research and share their findings with the class. understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning

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 3.2.2.LI.4 3.2.2.AS.4
Operate and maintain simple wind and bioenergy systems. Level 1 Recall
Level 2 Skills of
Experiential Learning: Learners watch videos on the design and installation of the two systems. conceptual
Learners share their observations with the class understanding
Level 3 Strategic
Initiating Talk for Learning: The facilitator explains to learners a comprehensive approach to the basic reasoning
design and installation of such systems and summarises the process using a flowchart. Level 4 Extended
critical thinking and
Experiential Learning: Learners visit a facility of installed wind and bioenergy systems to interact with reasoning
engineers/technicians about the installations.

Problem-based and Collaborative Learning: Learners are given group assignments to design wind
and bioenergy systems for a facility. Learners present the project to the class for comments.
Teaching and o Projector o Videos on the maintenance of wind and bioenergy systems
Learning o Laptop o Videos on the design and installation of wind and bioenergy
Resources o Basic components of wind and bioenergy systems systems
o Videos on the functions of the basic components of wind o Visit facilities with installed wind and bioenergy systems.
and bioenergy systems

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Subject ENGINEERING
Strand 2. ENERGY SYSTEMS
Sub-Strand 3. ENERGY EFFICIENCY AND CONSERVATION

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
3.2.3.LO.1
Demonstrate understanding of Communication Skills: Learners develop this skill as they partake GESI: Working with each other in an inclusive
devices for energy conservation. in class discussions. way, cross-sharing of knowledge and
understanding between and among groups and
Thinking Skills: Learners improve their skills as they contribute to individuals, for instance, leads to;
the discussion. o Respecting individuals of varying beliefs,
religions and cultures
Career/Life Skills: The understanding of content puts learners on o Being sensitive to the inter-relatedness of
the path to becoming self-directed and independent learners. the various spheres of life, groups and
individuals
o Being aware of personal biases and
stereotypes
o Embracing diversity and practising inclusion.

National Core Values:

o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work
3.2.3.LO.2
Design simple solutions for Career/Life Skills: The understanding of content puts learners on GESI: Involving all learners in class irrespective
energy conservation in the use the path to becoming self-directed and independent learners. of their varying abilities, gender and backgrounds
of lighting and consumer and supporting them to share their views and
appliances. Communication Skills: Learners develop this skill as they partake thoughts ensures;
in group discussions. o respect for individuals of varying beliefs,

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religions, backgrounds and cultures

Social Skills: Learners hone this skill as they interact in groups. o sensitivity to the inter-relatedness of the
various spheres of life, groups and individuals
Collaboration Skills: Learners enhance their ability to collaborate o awareness of personal biases, peculiarities
with others as they work in teams. and stereotypes
o tolerance for diversity
Critical thinking Skills: Learners enhance their critical thinking
skills as they design and construct various energy conservation National Core Values:
devices. o Tolerance
o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Competencies, Assessment
and GESI
3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Develop the skills to Describe devices used for energy conservation. Level 1 Recall
design and construct Level 2 Skills of
devices for Energy Initiate Talk for Learning: In a question and answer session, learners brainstorm and share views on conceptual
Conservation. the importance of energy conservation and further share their experiences on energy conservation understanding
efforts. Level 3 Strategic
reasoning
Experiential Learning: Learners watch videos or pictures of devices used to aid energy conservation Level 4 Extended
(e.g., photocells, timer switches, dimmers, occupancy sensors, motion sensors, etc.) critical thinking and
Learners familiarise themselves with various energy conservation devices and share their observations. reasoning:
3.2.3.LI.2 3.2.3.AS.2
Explain the application areas for the various devices used for energy conservation. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: In a facilitator-led discussion, explain the application areas for various conceptual
devices. understanding
Level 3 Strategic
Experiential Learning: Learners watch videos on the application of various devices for energy Reasoning:
conservation and share their observations with the class. Level 4 Extended
critical thinking and
reasoning
3.2.3.LI.3 3.2.3.AS.3
Explain the methodology for designing devices for energy conservation. Level 1 Recall
Level 2 Skills of
Initiating Talk for Learning: Use a flowchart to explain the methodology for designing devices for conceptual
energy conservation. Through questions, learners explain the methodology using the flowchart. understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning

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3.2.3.LI.4 3.2.3.AS.4
Design and construct energy management systems solutions for lighting and consumer Level 1 Recall
appliances. Level 2 Skills of
conceptual
Problem-based and Collaborative Learning: Learners are put in groups, and each group is assigned understanding:
a lighting/consumer appliance to design and construct an energy conservation device for. Share their Level 3 Strategic
projects later with the class for comments. reasoning
Level 4 Extended
critical thinking
and reasoning
Teaching and o Projector o Videos on the application of various devices for energy
Learning Resources o Laptop conservation
o variety of devices for energy conservation o Assorted electrical and electronic components for devices
for energy conservation

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Subject ENGINEERING
Strand 3. Systems Design and Prototyping
Sub-Strand 1. Engineering Design

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.3.1.LO.1
Evaluate a prototype and test it Collaboration: Working with others on projects or problems can help GESI: Encouraging all learners in
using all possible variable learners develop important teamwork and communication skills. class, irrespective of the diversity in
constraints. gender, ability and background and
Critical Thinking and Problem-Solving: Problem-based learning and supporting each of them to share
inquiry-based learning can help learners develop critical thinking and problem- their views ensures;
solving skills as they work to apply their knowledge in testing and validating a o respect for individuals of varying
prototype. beliefs, religions, backgrounds and
cultures
Digital Literacy: Using online resources and simulations can help learners o knowledge of themselves and
develop skills in using technology and finding and evaluating online information. others’ peculiarities and
stereotypes
Adaptability: Working on real-world projects or problems can help learners o tolerance for diversity and respect
learn to adapt and be flexible as they encounter new challenges and changing for all
requirements. National Core Values:
o Tolerance
Initiative: Giving learners the opportunity to take the lead on projects and o Friendliness
explore casting technologies on their own can help them develop initiative and o Open-mindedness
self-direction. o Patience
o Commitment
o Hard work
3.3.1.LO.2
Use feedback and observations Collaboration: Working with others on projects or problems can help GESI:
made from testing and evaluation learners develop important teamwork and communication skills. o Learners appreciate, value,
to improve a solution or and embrace diversity as they

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prototype. Critical thinking and problem-solving: Problem-based learning and are made to work in groups.
inquiry-based learning can help learners develop critical thinking and problem- o Learners learn to amicably
solving skills as they work to apply their knowledge in testing and validating a resolve conflicts and embrace
prototype. differing opinions.

Digital Literacy: Using online resources and simulations can help learners
develop skills in using technology and finding and evaluating online information.

Adaptability: Working on real-world projects or problems can help learners

learn to adapt and be flexible as they encounter new challenges and changing
requirements.

Initiative: Giving learners the opportunity to take the lead on projects and
explore casting technologies on their own can help them develop initiative and
self-direction.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.1 3.3.1.LI.1 3.3.1.AS.1
Demonstrate the ability Test and validate a prototype Level 1 Recall
to test and evaluate Level 2 Skills of
prototypes. Inquiry-based Learning: Encourage learners to ask questions, gather information, and come up conceptual
with their own solutions to problems. This can be a useful approach for prototype testing, as it understanding
allows learners to develop critical thinking skills and approach testing with a sense of curiosity and Level 3 Strategic
creativity. reasoning
Level 4 Extended
Project-based Learning: Involve learners in the design and testing of a prototype. Learners to critical thinking and
apply their knowledge and skills in a hands-on, experiential way. reasoning

Problem-based Learning: Learners are presented with a real-world problem and encouraged to
work together to find a solution. This can be a useful approach for prototype testing, as it allows
learners to develop problem-solving skills and think critically about the testing process.

Collaborative Learning: Involves learners working together in small groups to complete tasks and
projects. This can be an effective way to learn about prototype testing, as it allows learners to learn
from one another and share ideas and approaches to testing.
Teaching and o Video documentaries o Laptops with MS Office installed
Learning Resources o Audio-visual equipment

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.1.CS.2 3.3.1.LI.1 3.3.1.AS.1
Apply iteration to Analyse failures associated with prototypes and provide appropriate remedies. Level 1 Recall
improve engineering Level 2 Skills of
designs. Hands-on experimentation: Have learners test prototypes under different conditions and analyse conceptual
the results to identify any failures. Encourage learners to come up with potential solutions to these understanding
failures and test them through further experimentation. Level 3 Strategic
reasoning
Design Thinking: Use design thinking principles to guide learners through the process of failure Level 4 Extended
testing and correction. This involves encouraging learners to empathize with users, define problems, critical thinking and
ideate solutions, prototype, and test their prototypes. reasoning

Collaborative Learning: Learners work in teams to test and evaluate prototypes. This can involve
dividing learners into small groups and having each group work on a different prototype or having
learners work together to test and evaluate a single prototype.

Project-based Learning: Use a project-based learning approach to teach failure testing and
correction of prototypes. This involves having learners work on a real-world design challenge, such
as creating a new product or improving an existing one and using failure testing and correction as
part of the design process.

Inquiry-based Learning: Posing questions or problems for learners to explore, encouraging them
to come up with their own hypotheses and test them through experimentation, and helping them to
analyse and interpret their results.
Teaching and o Video documentaries o Laptops with MS Office installed
Learning Resources o Audio-visual equipment

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Subject ENGINEERING
Strand 3. SYSTEMS DESIGN AND PROTOTYPING
Sub-Strand 2. RAPID PROTOTYPING

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.3.2.LO.1
Translate the content of a Critical thinking and problem-solving: Learners will need to think critically GESI: Promoting inclusivity in the
schematic diagram into a and creatively in order to design and create prototypes using laser cutting. They classroom by encouraging every
breadboard circuit will also need to troubleshoot problems and find solutions as they work. learner to actively participate in
implementation. lessons. Cross-sharing of ideas and
Collaboration and Communication: Collaborative learning approaches, such thoughts between and among groups
as group projects, can help learners develop teamwork and communication skills. and individuals ensures;
They will need to work effectively with others in order to complete their project o Respecting individuals of varying
and share their ideas and knowledge. beliefs, religions and cultures
o Being sensitive to the inter-
Creativity and Innovation: Laser cutting allows learners to be creative and relatedness of the various spheres
innovative as they design and create prototypes. They can explore different of life, groups and individuals
materials, shapes, and patterns and use their imagination to come up with new o Being aware of personal biases
ideas. and stereotypes
o Embracing diversity and practising
Digital Literacy: Using CAD software and laser cutting equipment requires inclusion.
learners to have a certain level of digital literacy. They will need to be able to
navigate and use these tools effectively in order to complete their projects. National Core Values:
o Tolerance
Leadership and responsibility: Learners can learn leadership skills as they o Friendliness
work on projects and take on various roles within their group. They will also o Open-mindedness
need to be responsible and manage their time and resources effectively in order o Patience
to complete their project on schedule. o Commitment
o Hard work
Global Citizenship: By exploring the applications and capabilities of laser o Integrity
cutting, learners can learn about the global impact of this technology and the

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ways in which it can be used to address real-world challenges.

3.3.2.LO.2
Convert electronic schematic Critical thinking and problem-solving: Learners will need to think critically GESI: Encouraging all learners in class
diagrams into PCB format and and creatively in order to produce high-quality PCBs. They will also need to irrespective of the diversity in gender,
produce a corresponding troubleshoot problems and find solutions as they work. ability and background and accepting
functioning PCB board. contributions from all learners
Collaboration and communication: Collaborative learning approaches, such ensures;
as group projects, can help learners develop teamwork and communication skills. o respect for individuals of varying
They will need to work effectively with others in order to complete their project beliefs, religions, backgrounds and
and share their ideas and knowledge. cultures
o knowledge of themselves and
Digital Literacy: Using CAD software and PCB production equipment requires others’ peculiarities and
learners to have a certain level of digital literacy. They will need to be able to stereotypes
navigate and use these tools effectively in order to complete their projects. o tolerance for diversity and respect
for all
Leadership and responsibility: Learners can learn leadership skills as they
work on projects and take on various roles within their group. They will also National Core Values:
need to be responsible and manage their time and resources effectively in order o Tolerance
to complete their project on schedule. o Friendliness
o Open-mindedness
o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.2.CS.1 3.3.2.LI.1 3.3.2.AS.1
Demonstrate an ability Convert a given schematic diagram into a breadboard circuit implementation and proceed Level 1 Recall
to interpret electronic to assemble components on the solderless breadboard and test the circuit. Level 2 Skills of
schematic diagrams and conceptual
convert them to Experiential Learning: Guide learners to assemble electronic components on the breadboard by understanding
solderless breadboard interpreting given schematic diagrams. Learners also test assembled circuits by using digital multimeters Level 3 Strategic
circuits. to test for continuity, measure voltage across components and make observations on circuit reasoning
performance. Level 4 Extended
critical thinking and
Project-based Learning: Learners work on a project that involves interpreting and assembling reasoning
components from a given schematic diagram on a solderless breadboard. The learners should test the
assembled circuit by following test instructions and observing and reporting on results.

Self-Directed Learning: Explore online resources: There are many online resources available that
can help Learners learn more about solderless breadboard circuit construction and assembly. Learners
should be tasked to look for more schematics from these sources implement and report on outcomes.
Teaching and o Video tutorials, Computers with KiCad EDA installed
Learning Resources o PCB Prototype machine
o PCB materials

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.3.2.CS.2 3.3.2.LI.1 3.3.2.AS.1
Demonstrate an ability Convert a given electronic circuit into a PCB and produce a functioning PCB board using Level 1 Recall
to convert electronic CAD and CAM tools. Level 2 Skills of
schematic diagrams conceptual
into Printed Circuit Initiating Talk for Learning: The facilitator shows learners how a PCB prototype machine works understanding
Board (PCB) formats. and explains the different techniques of producing PCBs. The facilitator walks the class through the Level 3 Strategic
basic principles of designing a PCB layout from a given schematic layout using CAD software such as reasoning
KiCad EDA. This should be limited to single-sided PCB layouts. Level 4 Extended
critical thinking and
Experiential Learning: The facilitator guides learners to create single-layer PCB layouts using a CAD reasoning
tool like KiCad EDA. Learners also produce PCBs from the single layout designs using CAM with a PCB
prototyping machine. Learners are also exposed to testing procedures for single-layer PCBs.

Self-Directed Learning: Explore online resources: There are many online resources available that
can help Learners learn more about PCB layout design and production. Learners should be tasked to
look for more schematics from these sources implement and report on outcomes.

Project-based Learning: Learners work on a project that involves the design of a single-layer PCB
layout, production, assembly of components and testing of the complete product.
Teaching and o Video tutorials o PCB Prototype machine
Learning Resources o Computers with KiCad EDA installed o PCB materials

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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 1. AUTOMATION TECHNOLOGIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.4.1.LO.1
Explain the roles of motors, Problem-solving and Critical Thinking: Embedded systems projects often GESI: Working with each other in
fluid power systems, sensors require learners to analyse complex systems, design solutions, and troubleshoot an inclusive way, cross-sharing of
and actuators, switches and problems. Through this process, they will develop their problem-solving and critical knowledge and understanding
relays in industrial automated thinking skills. between and among groups and
systems. individuals, for instance, leads to;
Collaboration and Teamwork: Embedded systems projects often involve o Respecting individuals of varying
working with a team of peers. By collaborating with others, learners will develop beliefs, religions and cultures
their teamwork and communication skills. o Being sensitive to the inter-
relatedness of the various
Creativity and Innovation: Through embedded systems projects, learners will spheres of life, groups and
be able to express their creativity and develop their innovation skills. They can individuals
come up with new ideas and designs and test them out to see if they work. o Being aware of personal biases
and stereotypes
Technical Literacy: By studying embedded systems, learners will develop their o Embracing diversity and
technical literacy and gain knowledge in specific technical areas such as practising inclusion.
programming, microcontroller architectures, and electronics.
National Core Values:
Computational Thinking: Understanding the concepts of embedded systems, o Integrity
learners will learn to think in computational terms, and will have a better o Tolerance
understanding of how algorithms, data structures and programming languages o Open-mindedness
work. o Patience
o Integrity
Digital Literacy: learners will be exposed to different digital technologies such as o Hard work
sensors and actuators, microcontroller development boards, and programming

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software. They will learn how to work with digital tools, as well as how to analyse,
evaluate and communicate information using digital technologies.
3.4.1.LO.2
Design simple industrial Problem-solving and Critical Thinking: Embedded systems projects often GESI: Encouraging all learners in
automation systems using require learners to analyse complex systems, design solutions, and troubleshoot class irrespective of the diversity in
programmable logic problems. Through this process, they will develop their problem-solving and gender, ability and background and
controllers (PLC). Critical thinking skills. accept contributions from all learners
ensures;
Collaboration and Teamwork: Embedded systems projects often involve o respect for individuals of varying
working with a team of peers. By collaborating with others, learners will develop beliefs, religions, backgrounds
their teamwork and communication skills. and cultures
o knowledge of themselves and
Creativity and Innovation: Through embedded systems projects, learners will others’ peculiarities and
be able to express their creativity and develop their innovation skills. They can stereotypes
come up with new ideas and designs and test them out to see if they work. o tolerance for diversity and
respect for all
Technical Literacy: By studying embedded systems, learners will develop their
technical literacy and gain knowledge in specific technical areas such as National Core Values:
programming, microcontroller architectures, and electronics. o Tolerance
o Friendliness
Computational Thinking: By understanding the concepts of embedded systems, o Open-mindedness
learners will learn to think in computational terms and will have a better o Patience
understanding of how algorithms, data structures and programming languages o Commitment
work. o Hard work

Digital Literacy: learners will be exposed to different digital technologies such as

sensors and actuators, microcontroller development boards, and programming
software. They will learn how to work with digital tools, as well as how to analyse,
evaluate and communicate information using digital technologies.

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.4.1.CS.1 3.4.1.LI.1 3.4.1.AS.1
Demonstrate ability to Design and implement simple industrial automated systems using a combination of Level 1 Recall
characterise general motors, fluid power systems, sensors and actuators, switches and relays based on design Level 2 Skills of
industrial automation requirements conceptual
control devices and understanding
implement simple Talk for Learning: The facilitator provides basic theory in the area of motor starter and control Level 3 Strategic
automated systems. circuits, contactors and relays, switches, fluid power systems, sensors and PLCs and how they are reasoning
integrated for industrial control. Learners are also introduced to the ladder programming language for Level 4 Extended
PLCs. critical thinking
and reasoning
Experiential Learning:
Field Trip: Learners take a trip to a factory or site with a PLC-based industrial automation system in
place and observe the roles of the various components, such as motors, sensors, contactors, relays,
and fluid power systems in the respective installation, taking note of the engineering diagrams and
other documentation for the site. Learners could also tour the industrial automation laboratory for a
similar experience.

Project-based hands-on sessions: Learners are taken through simple concepts of industrial
automation using simple PLC-based projects such as an Automated door opening system, an
Automated room light controller with a bi-directional visitor counter, an Elevator controller, a
Water pumping controller, etc. The learners begin with connecting components within the
respective projects according to diagrams and downloading programmes onto the PLCs interfaced
with the hardware for control. The facilitator explains the function of each component and code (in
the case of ladder programming) in the respective project and leaves learners to further explore by
manipulating components and observing system behaviour. In some projects, the facilitator may start
with the simplest version of the implementation and move through the modifications systematically
with the learners to gradually introduce more complex functions or features.
Guest Speaker: Inviting automation engineers to share experiences with learners will enhance the
learning experience and make it more relevant.

Self-Directed Learning: Explore online resources: There are many online resources available that
can help Learners learn more about PLC programming and automation. Some good options include
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online tutorials, instructional videos, and forums where learners can ask questions and get feedback
from experts. Learners learn additional knowledge and experiences of PLC-based industrial control
and present individual reports.

Project-based Experiential Learning: Incorporate hands-on projects that allow learners to apply
their CAD skills to real-world design challenges. This can help them develop their problem-solving
skills and better understand the design process.

Collaborative Learning: Learners work in groups to design, implement, test and document simple
PLC-based automation systems. Each group should assign specific role(s) to members towards the
solution of the challenge. Roles may, for example may, be modelled after typical design and production
teams in the industry to give them the relevant exposure and develop team and collaborative skills in
them.
3.4.1.LI.2 3.4.1.AS.2
Learners should be able to programme PLCs and use them in combination with other Level 1 Recall
components to implement simple industrial automation systems based on design criteria. Level 2 Skills of
conceptual
Talk for Learning: The facilitator provides basic theory in the area of motor starter and control understanding
circuits, contactors and relays, switches, fluid power systems, sensors and PLCs and how they are Level 3 Strategic
integrated for industrial control. Learners are also introduced to the ladder programming language for reasoning
PLCs. Level 4 Extended
critical thinking
Experiential Learning: and reasoning
Field Trip: Learners take a trip to a factory or site with a PLC-based industrial automation system in
place and observe the roles of the various components, such as motors, sensors, contactors, relays,
and fluid power systems in the respective installation, taking note of the engineering diagrams and
other documentation for the site. Learners could also tour the industrial automation laboratory for a
similar experience.
Project-based hands-on sessions: Learners are taken through simple concepts of industrial
automation using simple PLC-based projects such as an Automated door opening system, an
Automated room light controller with a bi-directional visitor counter, an Elevator controller, a
Water pumping controller, etc. The learners begin with connecting components within the
respective projects according to diagrams and downloading programmes onto the PLCs interfaced
with the hardware for control. The facilitator explains the function of each component and code (in
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the case of ladder programming) in the respective project and leaves learners to further explore by
manipulating components and observing system behaviour. In some projects, the facilitator may start
with the simplest version of the implementation and move through the modifications systematically
with the learners to gradually introduce more complex functions or features.

Guest Speaker: Inviting automation engineers to share experiences with learners will enhance the
learning experience and make it more relevant.

Self-Directed Learning: Explore online resources: There are many online resources available that
can help Learners learn more about PLC programming and automation. Some good options include
online tutorials, instructional videos, and forums where learners can ask questions and get feedback
from experts. Learners learn additional knowledge and experiences of PLC-based industrial control
and present individual reports.

Project-based Experiential Learning: Incorporate hands-on projects that allow learners to apply
their CAD skills to real-world design challenges. This can help them develop their problem-solving
skills and better understand the design process.

Collaborative Learning: Learners work in groups to design, implement, test and document simple
PLC-based automation systems. Each group should assign a specific role(s) to members towards the
solution of the challenge. Roles may, for example may, be modelled after typical design and production
teams in the industry to give them the relevant exposure and develop team and collaborative skills in
them.
Teaching and o PLC Automation Workshop o Audio-visual equipment
Learning Resources o Video documentaries, o Laptops with MS Office installed


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Subject ENGINEERING
Strand 4. AUTOMATION AND EMBEDDED SYSTEMS
Sub-Strand 2. EMBEDDED SYSTEMS

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
3.4.2.LO.1
Design embedded systems to Collaboration: Working with others on projects or problems can help GESI: Ensuring all learners in class
interface with sensors such as learners develop important teamwork and communication skills. irrespective of the diversity in ability,
Humidity, Proximity, IR Motion, socio-cultural backgrounds, and
Accelerometer, Sound, Light Critical thinking and problem-solving: Problem-based learning and gender and soliciting contributions
Distance, Pressure, thermal and inquiry-based learning can help learners develop critical thinking and from all learners ensures;
actuators such as motors, buzzers, problem-solving skills as they interpret technical diagrams to implement a o respect for individuals of varying
solution or troubleshoot systems. beliefs, religions, backgrounds and
cultures
Digital Literacy: Using online resources and simulations can help o knowledge of themselves and
learners develop skills in using technology and finding and evaluating online others’ peculiarities, strengths and
information. weaknesses
o tolerance for diversity and respect
Adaptability: Working on real-world projects or problems can help for all
learners learn to adapt and be flexible as they encounter new challenges
and changing requirements. National Core Values:
o Tolerance
Initiative: Giving learners the opportunity to take the lead on projects o Friendliness
and explore other resources on Engineering drawings on their own can o Open-mindedness
help them develop initiative and self-direction. o Patience
o Commitment
o Hard work

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Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century Skills and Assessment
Competencies, and GESI
3.4.2.CS.1 3.4.2.LI.1 3.4.2.AS.1
Demonstrate ability to Learners should be able to design embedded systems to interface with sensors and Level 1 Recall
design embedded actuators given design objectives. Level 2 Skills of
systems to work with conceptual
sensors and actuators. Project-based experiential Learning: Through simple projects, the facilitator guides learners to understanding
assemble circuits involving sensors such as Humidity, Proximity, IR Motion, Accelerometer, Sound, Light Level 3 Strategic
Distance, Pressure, thermal and actuators such as motors, buzzers on solderless breadboards to be reasoning
interfaced with the Arduino microcontroller. The facilitator uses these mini projects to demonstrate Level 4 Extended
the relevant sections of code for interfacing these respective hardware and leaves the learners to critical thinking and
manipulate the hardware and code to observe the changes which occur. These projects should be reasoning
carefully selected to have relevance to the environment and interest of the learners. Examples of such
projects could include but are not limited to the following: weather station, heartbeat monitor,
digital thermometer, home security system, digital tachometer, water bottling system, water
flow and volume measurement, and soil moisture measurement.

Self-Directed Learning: Learners are given access to online resources to explore further hardware
interfacing projects for implementation and experimentation. Learners should be motivated to
individually build and test at least three (3) of such projects on their own and in groups and present to
peers.

Collaborative Learning: Learners work in groups to design, implement, test and document simple
embedded solutions involving interfacing with sensors such as Humidity, Proximity, IR Motion,
Accelerometer, Sound, Light Distance, Pressure, thermal and actuators such as motors and buzzers.
Each group should assign a specific role(s) to members towards the solution of the challenge. Roles
may, for example may, be modelled after typical design and production teams in the industry to give
them the relevant exposure and develop team and collaborative skills.
Teaching and o Arduino Embedded System Kits o Audio-visual equipment
Learning Resources o Video documentaries o Laptops with MS Office installed

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