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The young technologist, ., Create an action plan for the solution (DBE,…

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        PHASE 1
        
        Investigate and gather information(DBE, 2011)The problem is identified here, and students talk about potential solutions. (Naudé and Meier, 2016) As an illustration, students are instructed to construct a model of a bridge. Prior to doing any research, they must first discuss what they already know about bridges and potential construction methods. After that, they should either ask questions or look through bridge-related books (coggle.it, n.d.).
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        PHASE 3
        
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        PHASE 5
        
        Discuss among each other if the problem was solved and give each other feedback (DBE, 2011). Students compile a report based on their observations or experiences. Typically, this would include the tools utilized, the steps taken, and whether it was effective. (Naudé and Meier, 2016) If that doesn't work, they recommend adjustments and try it again
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        Starts to draw conclusions and make predictions ( Naude and Meier, 2016): Students begin to connect the dots between the goal of the product they are producing and its nature (Naudé and Meier, 2016). Critical and rational thinking are needed for this. For instance, a student may opt to use cardboard instead of paper to construct a model bridge because they recognize the importance of a sturdy, secure bridge. They can also spot problems when they occur with a product they have produced (Naudé and Meier, 2016). For instance, the paper bridge crumbled because the material was insufficiently sturdy to support an object. (coggle.it, n.d.)
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        The capacity to adhere to simple instructions ( Naude and Meier, 2016). Students learn how to manage their resources appropriately and become more conscious of their obligations in the classroom (DBE, 2011). Therefore, learners should be aware of and capable of adhering to fundamental safety guidelines (Naudé and Meier, 2016). For instance: They will be aware that scissors may be dangerous and should be able to carry them while walking safely. With assistance from the teacher, they can also carry out basic design process processes(Naudé and Meier, 2016). Students are urged to use creativity, communicate their ideas, and exercise independent judgment (DBE, 2011).
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        Solves difficult issues ( Naude and Meier, 2016) : Students are able to recognize issues and the causes behind them. After that, they are instructed on how to modify their initial strategy in order to identify solutions (Naudé and Meier, 2016). They also learn how to assess their product by highlighting its advantages and disadvantages in this way (DBE, 2002). For instance: The student supports the paper bridge using cardboard after realizing that paper is a too-weak material for one. (coggle.it, n.d.)
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        They are capable of teamwork (Naude and Meier, 2016). Technology-related activities frequently call for collaboration, encouraging students to work together and interact with one another (DBE, 2011). For instance, if students are requested to construct a model of a bridge, they will need to collaborate to come up with a functional design (coggle.it, n.d.)
- - - - Technological Knowledge and Understanding(Naudé and Meier, 2016)
        The student can comprehend and use current technical knowledge in an ethical and responsible manner (Naudé and Meier, 2016). Such knowledge includes, among other things, physical phenomena, systems, and structures. (coggle.it, n.d.)
        
        Technology, Society and Environment (Naudé and Meier, 2016)
        Students comprehend how technology influences society and relates to other academic disciplines.(coggle.it, n.d.). The student can show that they have a comprehension of how science, technology, society, and the environment are interconnected over time (Naudé and Meier, 2016).