| Criteria | Excellent (Full Marks) | Acceptable (Half Marks) | Not Acceptable (0 marks) | |----------|------------------------|--------------------------|---------------------------| | Sketch 1 | Isometric, labeled, proportional | 2D, unclear labels | No sketch | | Final model | Neat, strong, spans gap | Wobbly but complete | Broken or missing | | Testing | Measured load, recorded | "It worked" only | No testing | | Drawing | 3 views, mm dimensions | 1 view, no units | No drawing |
1. Generating Ideas (Freehand Sketches)
2. Final Design (2D or 3D Oblique/Isometric View)
3. Orthographic Projection (Working Drawing)
Q: Can the memo change from school to school?
Yes, as long as it aligns with CAPS. The DBE provides a guideline, but schools adjust for available materials.
Q: Is the Mini PAT memo the same as an exam memo?
No. Exam memos focus on written answers. The Mini PAT memo is a performance rubric.
Q: Do learners get a copy of the memo before the PAT ends?
Usually not – but teachers should share the criteria (e.g., “You will be marked on sketches, making, and testing”).
Q: What if my project breaks during testing?
The memo often awards partial marks if the learner can explain why it failed and suggest improvements – this shows evaluation skill.
1. Identify the Problem / Scenario
2. Design Brief
3. Specifications and Constraints
4. Research (Existing Products)
Total Marks: Usually between 50 – 70 marks (depending on the specific paper).
The Grade 9 Technology Term 1 Mini Practical Assessment Task (Mini-PAT) typically centers on structures , specifically designing and building a pedestrian bridge
to solve community accessibility issues. The total assessment is usually out of and covers the complete technological design process. Core Assessment Structure
The memorandum for this task is divided into four main sections based on the CAPS curriculum requirements: 1. Investigation (15 Marks)
Students must analyze a scenario where a community (often a fictional village like KwaNogawu) faces danger crossing a river during rainy seasons. Problem Identification
: Clearly stating why villagers cannot cross safely (e.g., high water levels, crocodiles).
: Investigating existing bridge types such as suspension, truss, or arch bridges. Structural Analysis
: Identifying forces like tension, compression, and torsion acting on bridge members. 2. Design (20 Marks)
This phase evaluates the student's ability to plan a viable solution using technical drawing skills. Grade 9 Technology PAT Memorandum | PDF | Drawing technology grade 9 mini pat term 1 memorandum
In South Africa's CAPS curriculum, the Grade 9 Technology Mini-PAT for Term 1 typically focuses on Structures, specifically the design and construction of a bridge to address a community need.
Below is a memorandum framework based on the standard 70-mark assessment guidelines for 2025/2026. Part 1: Investigation (15 Marks)
This section evaluates the learner's ability to research and identify the problem.
Problem Identification: Clearly state the community issue (e.g., "Villagers cannot cross the Elands River safely during the rainy season"). (2 marks)
Researching Solutions: Identification of different bridge types (Suspension, Arch, Truss) and their suitability for the given scenario. (5 marks)
Investigating Materials: Listing appropriate materials (e.g., steel for strength, concrete for foundations) and their properties. (4 marks)
Safety & Environment: Consideration of safety for users and minimal impact on the river ecosystem. (4 marks) Part 2: Design (20 Marks) Focuses on technical drawing and planning skills.
Design Brief: A short paragraph stating what will be built, for whom, and why (e.g., "I will design and build a truss bridge for the Mbombela community to provide safe pedestrian access"). (3 marks)
Specifications & Constraints: List of requirements (e.g., must carry 100kg, must be 30cm long) and limitations (e.g., limited budget, specific materials provided). (5 marks)
Initial Sketches: Rough freehand ideas showing different bridge designs. (4 marks) | Criteria | Excellent (Full Marks) | Acceptable
Final Design (Orthographic Projection): A neat, scaled 2D drawing showing the front, top, and side views with correct dimensions and line types. (8 marks) Part 3: Making/Construction (25 Marks) The practical phase of building the model. PRACTICAL TASK GR 9 2026 TERM One | PDF - Scribd
Technology Grade 9 Mini PAT Term 1 Memorandum The Grade 9 Technology Mini Practical Assessment Task (PAT) for Term 1 typically focuses on the design process, structures, and mechanical systems. This memorandum serves as a comprehensive guide for teachers to assess student work and for students to understand the requirements of the project. Phase 1: Investigation and Design Brief
The first stage of the Mini PAT requires students to identify a problem and formulate a plan. Marks are awarded based on the clarity and relevance of the investigation.
Identification of the Problem: Students must clearly describe the scenario provided in the PAT.The Design Brief: A short statement starting with "I am going to design and make..." that outlines the general solution.Specifications: A list of specific requirements the product must meet (e.g., dimensions, materials, safety features).Constraints: A list of things that limit the project (e.g., budget, time, available tools). Phase 2: Design and Development
In this phase, students demonstrate their creativity and technical drawing skills.
Initial Sketches: At least two or three rough ideas showing different perspectives.Evaluation of Ideas: A brief explanation of why the final idea was chosen over the others.Formal Drawings: 3D oblique or isometric drawings, as well as 2D orthographic projections (front, top, and side views).Labeling and Dimensions: All drawings must include accurate measurements and labels for parts and materials. Phase 3: Making the Product (Realization)
This section assesses the student's ability to work with tools and materials to create a functional model.
Resource List: A list of all materials (e.g., cardboard, glue, wood) and tools (e.g., craft knife, ruler, glue gun) used.Safety Precautions: Evidence that the student followed safety protocols during the construction phase.Process Skills: The quality of the joins, the stability of the structure, and the overall finish of the model.Functionality: Does the model work as intended? For example, if it is a bridge, can it support a specific weight? Phase 4: Evaluation and Presentation
The final phase involves reflecting on the project and assessing the final outcome against the original design brief.
Testing: Results of how the model performed during testing.Self-Evaluation: A critical look at what worked well and what could be improved in future projects.Peer Evaluation: Feedback from classmates regarding the design and functionality.Final Report: The neatness and organization of the entire PAT portfolio, including all sketches, notes, and the final evaluation. Marking Rubric Guidelines high water levels
Investigative Skills: 5 - 10 MarksDesign and Drawing: 10 - 15 MarksMaking/Construction: 20 - 30 MarksEvaluation and Presentation: 5 - 10 MarksTotal: 50 - 70 Marks (Depending on specific school requirements) Conclusion
This memorandum is designed to ensure consistency in grading and to provide a clear roadmap for completing the Grade 9 Technology Mini PAT. By following the design process and meeting the specifications outlined in the brief, students can successfully demonstrate their technical knowledge and practical skills.
