TechDrawing Syllabus

CSEC TECHNICAL DRAWING
- A TEACHING CURRICULUM Grades 9 11
Prepared by: Gladstone G. Carty
CONTENTS
TECHNICAL DRAWING: THE SECONDARY CURRICULUM
Rationale
Introduction
iii
iv
SECTION ONE: THE SYLLABU REGULATIONS AND REQUIREMENT

Rationale for teaching Technical Drawing
General Objectives
Candidate Population
Allied Subjects
Suggested Time Allocation
ORANIZATION OF THE SYLLABUS
Certification and Definition of Profiles
Format of Examination
School-Based Assessment
1
1
2
3
3
4
5
6
SECTION 2: OUTLINE OF COURSES

UNIT 1: Plane and Solid Geometry
Module I - Module XI
UNIT 2: Building Drawing
Module I - Module X
UNIT 3: Mechanical Engineering Drawing
Module I - Module VIII
13 - 29
30 - 37
38 - 44
SECTION 3: SOME SUGGESTIONS FOR IMPROVING PERFORMANCE

How to make use of Past Papers and Subject Reports
How to use Test Questions as study guide
The School-Based Assessment (SBA)
Overcoming some misconceptions
Lesson Planning
45
47
49
52
53
APPENDIX
Appendix I.I - I.II
Appendix II.I
Sample Lesson Plans

Specimen (Test) Paper Multiple Choice
55
61
TECHNICAL DRAWING
THE SECONDARY CURRICULUM
Rationale
The Caribbean Examinations Council offers Technical Drawing as an essential companion to the cognate Caribbean Secondary
Education Certificate (CSEC), Industrial Technology programme, as well as an integral component of the General Education
curriculum. The programme of studies in Technical Drawing caters for secondary school studies. The learners who pursue the studies
will proceed to studies at tertiary level institutions and/or seek entry level employment in related fields.
The performance of candidates in the Technical Drawing examinations have been significantly poor, to the extent that the Ministry of
Education seeks to provide an intervention that should stimulate improved performance.
iii
INTRODUCTION
This document aims to assist teachers with a curriculum structure for the Caribbean Examination Council (CXC) Technical Drawing
syllabus. The Caribbean Examinations Council (CXC) is a non-governmental organization that offers examinations in subjects as a
means of matriculation for further studies. Although the syllabus suggests two years of study it assumes previous studies. This
curriuclarised structure suggests a three year period. However, it has not added nor subtracted any requirements of the syllabus. The
teachers, however, must be cognizant of the attempt of every suggestion to highlight the:
requirements of the syllabus (2000 for first examination in 2002) including the restructuring of the School Based Assessment
components and the weighting of papers and questions.
integration of Technical Drawing with other subjects
infusion of knowledge of materials, fasteners, and processes.
integration of units
need for planning for instruction and learner evaluation.
It is anticipated that a holder of this document may not revert to the syllabus, which includes information on the requirements for the
Basic Proficiency which has now been discarded. This document therefore includes the total of amendments included in various issues
of the current syllabus. (Particularly, the SBA requirements and the acceptance of Computer Assisted Drawings CAD)
One of the main difficulties in teaching Technical Drawing has always been the amount of time that is consumed by repetitive
requirements, particularly the preparation of drawing sheets. It is recommended that every effort be made to obtain and use prepared
drawing sheets.
iv
Every one concerned is reminded that Technical Drawing is a practical subject that requires special facilities including
drawing boards/tables, quality drawing paper, selected instruments, specified graded pencils, and adequate lighting. Schools
are therefore required to provide appropriate classroom work area or laboratory. When drawing tables are not provided, basic
drawing boards cut from furniture plywood (6 per sheet of plywood) suffices. The suggested time slots are 2 x 40 minutes period for
UNIT I Plane and Solid Geometry, and 3 x 40 minutes session for UNIT 2 or 3 Building Drawing or Mechanical Engineering
Drawing.
NOTE: Where the subject is offered at introductory stage only at Grade 9 and lower Grades the work is concentrated only on
UNIT 1 as set out for Grade 9/Form 3, to include developing basic drawing skills, basic geometric constructions, free-hand
sketching, pictorial drawings and orthographic projection of geometric solids and simple models using First and Third Angle
projection methods.
SECTION 0NE
THE SYLLABUS REQUIREMENTS AND REGULATIONS
RATIONALE FOR TEACHING TECHNICAL DRAWING
Technical Drawing is generally recognised as the language of communication of technical/vocational occupations and as such, has
widespread applications in the life of consumers. It is, therefore, being recommended that every secondary student should have, at the
minimum, a basic knowledge of Technical Drawing.
To this end, the Caribbean Examinations Council recognizes the need to provide a programme of studies in Technical Drawing which
will cater not only to the above stated interest, but also to those students who will proceed to studies at tertiary levels and/or seek entry
level employment in related fields.
The Technical Drawing course as conceived will be an essential companion to the cognate CSEC Industrial Technology programme as
well as an integral component of the general education curriculum.
GENERAL OBJECTIVES
The syllabus is designed for candidates to:
(i)
develop and understanding of and appreciation of Technical Drawing in the Caribbean Industrial Society;
(ii)
discover and develop their talents in the fields of Technical Drawing and related knowledge;
(iii)
develop technical problem-solving skills in Technical Drawing as related to materials and processes;
(iv)
develop the correct and accepted Technical Drawing skills as demanded by Industry;
(v)
be aware of the career opportunities available in Technical Drawing and its related fields;
(vi)
have a working knowledge and understanding of Computer Aided Drafting applications.
(vii)
develop skills to use drawing in the process of design
CANDIDATE POPULATION
The syllabus is designed to be covered in the final two years of the five year secondary school programme and is intended for students
enrolled in full-time programme. (NOTE: This assumes previous studies that validate a three year approach in schools). However,
candidates who do not attend school full-time may undertake the course by observing the following guidelines:
A.
Regulations for private Institutions

(i)
Candidates entering for examination through private institutions recognized by the council will be require to
complete all the components of respective proficiencies.
(ii)
The School-based Assessment of such candidates must be monitored by the tutors in the institution through which
they register.
B.
Regulations for Private Candidates

(i)
A private candidate is one not entered through a school or other approved institution.
(ii)
A private candidate will be required to complete all the components of the respective proficiencies.
(iii)
A private candidate must identify a teacher/tutor from a registered institution (school/technical institute/community
college) who will assess and approve the candidates submission for the School-Based Assessment component of
the syllabus. The name, school, and territory of the identified teacher/tutor should be submitted to the Council on
registration for the subject.
ALLIED SUBJECTS
School candidates should be encouraged to include the following subjects in their programme of study: one of the Industrial
Technology subjects (Building Technology; Mechanical Engineering Technology; Electrical and Electronic Technology), English A,
Mathematics, Physics.
SUGGESTED TIME ALLOCATION

It is recommended that a minimum of five 40 minute periods per week with no single period be allocated to the subject over a twoyears.
Note: The curriuclarized edition of the syllabus implies 3 years of study:
-
2 x 40 minutes (80 Minutes) for Plane & Solid Geometry.
3 x 40 minutes (2 hours) for Mechanical Engineering Drawing/Building Drawing.

(No single periods)
ORGANIZATION OF THE PROGRAMME

The Technical Drawing programme is arranged in three Units:
UNIT 1:
Plane and Solid Geometry
UNIT 2:
Building Drawing
UNIT 3:
Mechanical Engineering Drawing
Candidates are expected to undertake UNIT 1: Plane and Solid Geometry, and either UNIT 2: Building Drawing or UNIT 3:
Mechanical Engineering Drawing.
Note: The UNITS are broken into Modules (See the outline). Emphasis is placed on grouping the drawing concepts. The curriculum
structure aims at spreading the fundamental principles of drawing so that the learner will master the basic principles thoroughly
before advancing to more complex principles. Every new competence is incorporated into the other concepts and drawing principles
so as to maintain a progressive step.
CERTIFICATION AND DEFINITION OF PROFILES
The Technical Drawing course is an integral component of the Technical/Vocational Education programme offered by the Council.
Technical Drawing will be examined for certification at General Proficiency level only. Candidates have the option of using
Computer Aided Draft (CAD) method/application to complete Paper 02, Paper 03, and the SBA component of the syllabus.
Candidates will be awarded overall grades reported on a 6-point scale, that is, Grades 1 6. In addition to the overall grade,
candidates performance will also be reported under the profile dimensions reported under the profile dimensions, Knowledge,
Application and Practical Ability.
Definitions
Knowledge:
Recall and comprehension of terms, principles, methods, theories and structures; interpretation, and
extrapolation.
Application:
Use of concepts, principles, methods and theories to solve problems in a given situation; analysis, synthesis,
and evaluation.
Practical Ability:
Demonstration of manipulative skills involving the use of drawing instruments, equipment, and materials in
problem solving situations.
FORMAT OF THE EXAMINATION

Paper 01
A paper consisting of sixty (60) multiple choice items on Unit 1 (Plane and Solid Geometry).
(11/4 hours)
Each item is worth one mark. Knowledge, Application, and Practical Ability will be tested in the approximate
ratio
5:4:1.
Paper 02
Plane and Solid Geometry
(11/2 hours)
Eight questions on Modules of Unit I four questions are set on
Module I IV and four on Module VII XI.
Candidates are to attempt four questions, two from each part. Each question worth 20 marks distributed in the
ratio 4:7:9 for (knowledge), (Application), and (Practical Ability).
Paper 03
Building and Mechanical Engineering Drawing (By Traditional Method)
(3 hours)
Eight questions testing the objectives of Modules in Unit 2: Building Drawing and Unit 3: Mechanical
Engineering Drawing of the syllabus. The Building Drawing paper contains four questions, and the
Mechanical Engineering Drawing paper contains four questions. Candidates must attempt two
questions:
one sectional working/assembly drawing and one sketch and design from area of choice.
The Sectional working/assembly drawing question will be worth 80 marks of which 16 will be for (Knowledge)
and 32 for (Application) and 32 for (Practical Ability). The sketch and design question will be worth 20 marks
of which 3 will be for (Knowledge), 7 for (Application) and 10 for (Practical Ability)
OR
Paper 03
Building and Mechanical Engineering Drawing (By Computer)
(3 hours)
Eight questions testing the objectives of Modules in Unit 2: Building Drawing and Unit 3: Mechanical
Engineering Drawing of the syllabus. The Building Drawing paper contains four questions, and the
Mechanical Engineering Drawing paper contains four questions. Candidates must attempt two
questions:
one sectional 2D working/assembly drawing and one 3D solid model design drawing from area
of choice. The
sectional working/assembly drawing will worth 80 marks of which 16 will be for (Knowledge),
32 for
(Application), and 32 for (Practical Ability). The 3D solid model and design drawing question
will
worth 20 marks of which 3 will be for (Knowledge), 7 for (Application), and 10 for (Practical
Ability).
SCHOOL- BASED ASSESSMENT

RATIONALE
School-Based Assessment is an integral part of student assessment in the course covered by the syllabus. It is intended to assist
students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for SBA are linked to
the syllabus and should form part of the learning activities to enable the student to achieve the objectives of the syllabus.
During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking
their SBA Assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the
examination.
The guide-lines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting
assignments that are valid for the purpose of SBA
The guidelines provided for the assessment of the assignments are intended to assist teachers in awarding marks that are reliable
estimates of the achievement of students in the SBA component of the course. In order to ensure that the scores awarded by teachers
are consistent with the CXC standards, the Council undertakes the moderation of a sample of the SBA assignments marked by each
teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet the needs of the students. It
facilitates feedback to the students at various stages of the experience. This helps to build the self-confidence of students as they
proceed with their studies. School-Based Assessment also facilitates the development of the critical skills and abilities emphasised by
this subject and enhance the validity of the examination on which candidates performance is reported. School-Based Assessment,
therefore, makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of
students for the development of those skills.
During the first two terms in the final year of the course candidates will be required to complete a project testing the candidates ability
to design/redesign a Building component or Mechanical Engineering device/gadget to solve a simple functional problem in one of the
ten categories, namely:
Categories
i)
Household
ii)
Educational facilities
iii)
Agricultural/Fishing
iv)
Health facilities
v)
Transportation
vi)
Business/Office
vii)
Power
viii)
Recreation
ix)
Construction
x)
Manufacturing
Candidates will be required to complete a set of working drawings of the Building component or Mechanical Engineering
device/gadget. Sketches, working/assembly drawings should be kept in a portfolio (laboratory book) which will be assessed by the
teacher. Candidates must include a Full or Part Sectional View of the fully assembled component or device/gadget for the Building or
Mechanical Engineering Unit. The project will carry 60 marks 6 for (Knowledge), 24 for (Application), and 30 for (Practical Ability)
and will account for 20% of the composite score.
NB:
The teacher should prepare candidates for the drawing project by discussing with them the stages in the design process:
recognition of need; definition of problem; illustration of various aspects of solution; selection of best solution; evaluation of
selected solution; and presentation of chosen solution.
The drawing project must be done in its entirety in classroom/laboratory. Since this project is part of School-Based Assessment, it
must be done under the guidance of the teacher but must be the candidates own work.
Candidates who opt to use Traditional Drawing Method for Paper 02 and Paper 03 may, nevertheless, opt to do the SBA drawing
project using the Computer Aided Drafting method/application.
REGULATIONS FOR RESIT CANDIDATES
Resit candidates who obtained 50% or more of the SBA total may choose not to repeat their SBA provided that they rewrite the
examination no later than the subsequent year.
Candidates who obtained less than 50% of the total SBA marks must be re-assessed during Terms 1 and 2 of the year of examination.
WEIGHTING
The percentage weighting of the examination component is as follows:
General Proficiency
Paper 1
20
Paper 2
27
Paper 3
33
20
DISTIBUTION OF MARKS
General Proficiency
Profiles
Knowledge
Paper 1
30
Paper 2
16
Paper 3
19
SBA
6
Total
71
Application
24
28
39
24
115
Practical
Ability
36
42
30
114
60
80
100
60
300
The percent weighting of the Profile dimensions is as follows:

Profile
General Proficiency
Knowledge
24
Application
38
Practical Ability
38
CARIBBEAN EXAMINATIONS COUNCIL

-SAMPLE MARK SCHEME
SUBJECT: TECHNICAL DRAWING
PROFICIENCY:
GENERAL
QUESTIO
N
KNOWLEDGE
MARKS
B/
D
APPLICATION
TOTA
L
Knowledge of:
Statement of
the problem.
MARKS
B/
D
Principles of:
Statement of problem:
- specific.
PAPER:
5
Drawing:
- Pictorial
- Sectional
assembly/worki
ng
Design
- function
- safety
- suitability
of materials
1
2
Dimensioning
2
4
Dimensioning
2
6
24
MARKS
B/
D
Accuracy of:
Design
Drawings:
- pictorial
- sectional
assembly/
working
Dimensions
Dimensioning
Techniques
Line work/
Line type
(outline,
centre
line,
hidden line,
hatching line)
Text/print
- name of
project
- category
Neatness/CAD
Conditions
Operation
Drawings:
- Pictorial
- Sectional
assembly/workin
g
PRACTICAL
ABILITY
TOTA
L
Conditions
SBA
TOTA
L
6
3
5
4
2
4
2
4
30
presentation
SECTION 2
OUTLINE OF COURSE
UNIT 1: PLANE AND SOLID GEOMETRICAL DRAWING

MODULE 1: Instruments, Lettering, Lines, Dimensions , Scales
Suggested time: : 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period)
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge
Skills/Knowledge
The learner should be able

to:
1. identify common
drawing
instruments and
equipment and
state their uses.
Identify common drawing

instruments and equipment
and state their uses.
[Include:
- Pencils: degrees of
hardness and sharpening.
- Set square: sizes, angles
and how established.
- Scales: basic scale/ruler
- Compasses: Sizes, spring
adjustments.
- Dividers
- T-square
- Set squares,
-Others: compasses,
pencils, erasers, protractor,
drawing boards/ tables.]
Revise use of drawing

instruments and equipment
and include other
equipment such as irregular
curves, and templates.
Revise correct uses of

instruments while
improving on drawing
techniques
Layout basic drawing sheets

to include Name of School,
Title of drawing, Drawn by,
Scale, Date, Drawing No.


2.
lay out basic

drawing sheets
Skills/Knowledge
Notes & Comments

Pencils: HB lettering; 2H
drawing. ( May use H- for
sketching).
Methods of fastening
drawings to boards
masking- tapes, draftsmans
tape, clips as available.
(Demonstrate use of
traditional equipment even
if parallel motion T-squares
are standard).
As early as possible use

commercial/prepared
drawing sheets.
3.
4.
draw and state the

name and
applications of
types of lines used
in a drawing
Letter and
dimension
drawings
Draw and state the name

and application of types of
lines used in a drawing


Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Thick lines:
Outlines
Break lines
Thin lines:
Dimension lines
Extension lines
Section lines
Centre lines
Hidden lines
Leaders
Cutting plane lines
Letter and dimension

drawings

drawings

drawings
Log on to system network
Alphabet of lines
Lettering: styles, guidelines,
sizes, composition in
lettering.
Lettering: styles
(horizontal/vertical),
guidelines, sizes (5mm
space for Titles and 3mm
space for sub headpins).
composition in lettering.
Use
N.B: Always draw faint
guide lines for printing.
Print letter in upper-case.
Use Vertical lettering or
Sloping style. If sloping
style is adopted the slope
must remain constant.
Alternative:
Computer Aided
Drafting Operation.
5. log on to
system network
System in laboratory: CPU,
6. practice basic
Computer
Aided Drafting
operations
Practice basic Computer

Aided Drafting operations.

Aided Drafting operations

Aided Drafting operations
monitor, keyboard, mouse,

printer, plotter, protective
devices: voltage regulator,
surge protector, UPS; care
and safety of equipment and
Computer software ...
Advantages of using
Computer Aided Drafting
software, Drafting terms:
cursor, left-click, rightclick, double-click, drag,
select, pick, pick button,
pick box, return enter, Esc,
tool, icon, tool tip, flyout,
coordinate system line
commands, screen control,
entering distances using
direct distance entry and
rectangular and polar
coordinate methods.
MODULE II: GEOMETRIC CONSTRUCTIONS

Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period)
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
1. The learner should be

able to bisect straight
lines , arcs and angles
Bisect straight lines, arcs

and angles
Revise all the concepts

taught, and include more
complex concepts within
the scope of the syllabus
requirements.
Revise all the concepts

taught, and include more
complex concepts within
the scope of the syllabus
requirements.

able to draw
perpendicular to a given
line, at a point on the line
or from a point outside
the line
Draw perpendicular to a
given line, at a point on a
line or from a point outside
of the line.
Include and emphasise all

the topics in subsequent
geometric constructions,
and practice exercises.

able to draw a line
parallel to a given line
able to divide straight
lines and angles
geometrically.
able to copy any given
angle
Draw a line parallel to a

given line
Divide straight lines and
angles geometrically
Copy any given angle
Include and emphasise all

the topics in subsequent
geometric constructions,
and practice exercises
Notes/Comments
Collaborate with
Mathematics classes
relative to definition of
lines (line segments),
angles, and arcs.
Parallel: being in the same
direction. Include as
parallel: _______ _______
(a)
(b)
MODULE III: CONSTRUCTION OF POLYGONS

Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period )
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge

able to construct
triangles given:
o three sides
o two angles and one
side
o two sides and
included angle
Construct triangles given:

o three sides
o two angles and one
side
o two sides and
included angle

able to construct a square
given the length of one
side and the diagonal
able to construct a rectangle
given the lengths of the
diagonal and one side
Skills/Knowledge
Revise the concepts that
have been previously
taught, (objectives 1, 2, 3)
Use practice exercises.
Construct triangles:
o Perimeter and
proportion of
sides
o Altitude and base
angles
o Perimeter and
base angles
Skills/Knowledge
Notes/Comments
Revise the concepts that

have been previously
taught, (Objectives 1, 2, 3).
Triangles: definition and

parts of. Types of triangles;
right angled, equilateral,
isosceles, scalene,
ambiguous case. Necessary
data for the construction of
triangles.
Methods of construction of
various types of triangles.
Use practice exercises
Construct a square
side and the diagonal
Quadrilaterals: squares,
rectangles, parallelograms
Construct a rectangle given

the lengths of the diagonal
and one side
Properties and identification

of geometric shapes.
Construct a

able to construct a
parallelogram given the
lengths of two adjacent
sides and an angle.
able to construct a
rhombus given the length
of one diagonal and the
length of one side.

sides and an angle.
Construct a
sides and an angle.
Construct a rhombus
diagonal and the length of
one side.
Construct a
rhombus given the length
of one diagonal and the
length of one side.
Construct a trapezium
given the length of the
sides, the perpendicular
distance between them
and one angle.
Construct a trapezium
and one angle.

able to construct a
regular hexagon and an
octagon given the
distance across flats
(A/F) or given distance
across corners (A/C)
Construct a
regular hexagon and
octagon given the
Construct a
regular hexagon and
octagon given the

able to construct any
regular polygon given
the length of one side.
Construct any
Construct any
6. The learner will be able

to construct a trapezium
and one angle.

regular polygon within a
circle
Construct any regular

polygon within a circle
Construct any regular

polygon within a circle
Construct any irregular
Construct any irregular
Necessary data for the

construction of any
quadrilateral
Polygons: definition and

types pentagon, hexagon,
heptagon and octagon
Necessary data for

construction of any regular
polygon.
Necessary data for

construction of any irregular

irregular polygon given
the lengths of the sides
and the included angles.
polygon given the lengths

of the sides and the
included angles.
polygon given the lengths

of the sides and the
included angles.
polygon.
MODULE IV: CIRCLES, ARCS, CURVES AND TANGENTS

Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period )
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge
Skills/Knowledge

able to construct circles
given the diameter or the
circumference
Construct circles given

the diameter or the
circumference.
Construct circles given the

diameter or the circumference.
Revise all topics in this

unit. Provide practice
exercises.

able to construct a circle
to pass through:
o three given points
o a fixed point and
touching a line at a
given point
o two given points
and touching a
given line
o two given points
and touching a
given circle
Construct a circle to
pass through:
o three given
points
o a fixed point and
touching a line
at a given point
o two given points
and touching a
given line
o two given
points and
touching a
given circle
Construct a circle to pass

through:
o three given points
o a fixed point and
touching a line at a
given point
o two given points and
touching a given line
o two given points and
touching and
touching a given
circle.
Integrate these concepts

into other topics.

able to draw three circles
which touch one another
given the positions of the
Draw three circles

three centres
Draw three circles

Skills/Knowledge
Notes/Comments
Definition of the circle: A
closed plane curve such that
any point on the curve is
equidistant from the fixed
point on the plane the
centre.
Define parts of the circle
diameter, radius, arc, chord,
and quadrant. Properties of
a circle.
three centres.

able to construct the
inscribed, circumscribed
and escribed circles of
any given triangle and
any given regular
polygon.
three centre
Construct the inscribed,

circumscribe and escribed
circles of any given triangle
and any given regular
polygon.
Construct the inscribed,

circumscribe and escribed
circles of any given
triangle and any given
regular
polygon.
Relationship of the bisectors

of the interior angle to the
inscribed circle.
Definition of inscribed,
circumscribed and escribed
circles.
Relationship between the
perpendicular bisector of a
line and the circumscribed
circle.

able to inscribe the
largest square within a
triangle with one side
lying on a side of the
triangle.
Inscribe the largest square

within a triangle with one
side lying on a side of the
triangle.
Inscribe the largest square

within a triangle with one
side lying on a side of the
triangle.

able to draw arcs
tangential to two
straight lines at acute,
right, and obtuse
angles.
Draw arcs tangential to two

straight lines at acute, right,
and obtuse angles.
Draw arcs tangential to

two straight lines at acute,
right, and obtuse angles.
Arcs and their relationship

to the circle
Draw tangents to:

o a circle at a given
point on the
circumference
o a circle from any
Draw tangents to:

point on the
circumference
o a circle from any
Tangent: A straight line

which touches the
circumference at one point
only called the point of
contact. The angle between

able to draw tangents to:
point on the
o
o
circumference
a circle from any
given point outside
of the circle
two given circles
given point outside

of the circle
two given circles
given point outside

of the circle
two given circles

common internal and
external tangents to two
given circles.
To construct the common

internal and external tangents
to two given circles.
To construct the common

internal and external
tangents to two given
circles.

able to draw an arc
tangential to two given
circles of different radii.
To draw an arc tangential to

two given circles of different
radii
To draw an arc tangential to

two given circles of
different radii
the tangent and the radius at

the point of contact is a
right angle.
Internal and external

tangents and their
applications.
Centres and tangency
points.
MODULE V:
EQUIVALENT AREAS;
REDUCING AND ENLARGING PLANE FIGURES
Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes per week (No single period
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
1.
o
o
o
Learners should be
able to construct:
rectangles equal in
area to triangles
squares equal in
area to triangles
triangles equal in
area to
quadrilaterals and
other polygons
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Construct rectangles
equal in area to
triangles
Revise all concepts of

constructing equivalent
areas.
Areas of triangles, squares,

rectangles, quadrilaterals,
and polygons.
Construct squares equal

in area to triangles
Provide practice exercises

involving concepts of
equivalent areas.
NB: Collaborate with

Mathematics classes dealing
with calculating areas.
NB: Area is the amount of
the surface enclosed by a
plane figure. Area is
measured by the number of
square units it contains.
NB:A polygon is a plane
figure bounded by three or
more connecting straight
lines
Construct triangles
equal in area to
quadrilaterals and other
polygons
2. The learner should be able

to determine the areas of
plane figures graphically
Determine the area of a

plane figure graphically.
3.The learner should be able

to divide triangles and
Divide triangles and other

polygons into a number of
Graphic determination of
areas of laminae and
combined plane figures
Similar triangles and
proportional figures.
other polygons into a

number of equal parts by
drawing lines parallel to
one side.
4. Learner should be able

to:
o reduce and enlarge
plane figures by
linear measurements
or ratio of side
o
reduce and enlarge

plane figures by
ratio of areas
equal parts by drawing lines

parallel to one side.
Reduce and enlarge plane

figures by linear
measurements or ratio of
side.
Reduce and enlarge plane
figures by ratio of areas.
NB: The family of triangles

is plane closed figures
formed by three straight
lines and having thee
interior angles.
Revise principles
involved in reducing or
increasing figures by
linear measurements or
ratio of sides and by
ratio of areas.
Principles involved in
reducing and enlarging
areas of figures
NB: The family of polygons
does not stop at the octagon
the usual extent of
exercises.
NB: Similar figures:
Figures having the same
shape but may be different
in sizes.
MODULE VI: LOCI

Suggested time: 1 Session (2 x 40 minutes) = 80 Minutes weekly (No single period)
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
1. Learner should be able

to:
o draw ellipse by
foci, trammel,
concentric circles
and rectangular
methods.
o construct normal
and tangents at a
point on the curve.
Draw ellipse by foci,

trammel, concentric circles,
and rectangular methods.
Revise construction of
ellipse, and related
concepts.
Revise previous years

work. Provide variety of
practice exercise
incorporated with other
concepts.
.
Construct normal and
tangents at a point on the
curve
Conic Sections
relationships.
Ellipse: definition and
properties. The ellipse as
loci of a moving point.
the ellipse. Parts of the
ellipse; major and minor
axes, directrix, vertices,
focus
NB: Use wooden models to
demonstrate conic sections

able to draw by the focus
method:
o parabola
o hyperbola

able to draw the in volute
of a:
o square
o circle
4.The learner should be
able to plot loci of given
points.
Plot loci of given points
Draw parabola and

hyperbola by focus method.
Parabola and hyperbola:

definition and properties.
the parabola an hyperbola.
Parts of parabola and
hyperbola: vertices,
directrix, focus, ordinate
Draw the involute of a;

o square
o circle
Involute of a circle
Plot loci of given points
Simple loci problems with

practical applications
N.B: The path traced out by
a moving point is called its
locus. The plural of locus
is loci.
able to plot and trace the

loci in a simple crank
mechanism
Plot and trace the loci in a

simple crank mechanism
Plot and trace the loci in a

simple crank mechanism
6. Learner should be able to

draw an Archimedean
Spiral
Draw an Archimedean
Spiral
7. Learner should be able to

draw cycloidal curves
Draw cycloidal curves
Archimedean Spiral. Parts

of a spiral: pole, radius,
vector, convolution
Cycloidal curves and their
applications.
MODULE VII: PICTORIAL DRAWINGS

Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
pictorial drawings of
geometric solids and
simple models:
o isometric
o oblique
o 1- point and 2point perspective
Skills/Knowledge
Construct the
simple models:
o Isometric
Sketch freehanded
simple models:
o isometric
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Construct the
simple models:
o isometric
o oblique
Construct the
simple models:
o isometric
o oblique
Principles of pictorial
drawings isometric,
oblique, and perspective of
geometric solids: cones,
prisms, pyramids, cylinders,
simple models, blocks,
isometric circles
Sketch freehanded
simple models:
o isometric
o oblique
Sketch freehanded
simple models:
o isometric
o oblique
Principles of freehand
sketching.
MODULE VIII: ORTHOGRAPHIC PROJECTION

Grade 9 / Form 3
Grade 10 / Form
Grade 11 / Form 5
Learning Objectives
able to draw orthographic
projections of geometric
solids and simple models
using First angle or Third
Angle project.
Skills/Knowledge
Draw orthographic projections of
geometric solids and simple
models using First angle or Third
Angle project.
4
Skills/Knowledge
Draw orthographic
projections of
simple models using
First angle or Third
Angle project.
Skills/Knowledge
Draw orthographic
projections of geometric
solids and simple models
using First angle or Third
Angle project.
Notes/Comments
Planes of projection:
horizontal and vertical
planes.
Plans and elevations.
Freehand orthographic
drawings.
MODULE IX: AUXILIARY PROJECTIONS

Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
able to draw primary
auxiliary views by
projection.
able to determine the true
lengths of straight lines
by;
o revolution
o auxiliary method
able to determine the
true shapes of laminae
by auxiliary projection
able to determine the true
shapes of sectioned
surfaces of geometric
solids
able to construct curves
of inter-penetration of
geometric solids with
their axes in the same
plane.
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Draw primary auxiliary

views by projection.
Draw primary auxiliary

views by projection.
Auxiliary planes of
projection oblique planes
inclined to both horizontal
and vertical planes.
Determine the true

by:
o revolution
o auxiliary method
Determine the true

by:
o revolution
o auxiliary method
Straight lines and laminae

inclined to both horizontal
and vertical planes.
Determine the true shapes

of laminae by auxiliary
projection
Determine the true shapes

of laminae by auxiliary
projection
Determine the true

shapes of sectioned
solids
Determine the true

shapes of sectioned
solids.
Cones, cylinders, prisms

and pyramids
Construct curves of interpenetration of geometric

solids with their axes in the
same plane.
Solids with axes in the same

plane, cylinder/cylinder,
prism/prism, prism/cylinder.
MODULE X: SURFACE DEVELOPMENTS

Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Learning Objectives
Skills/Knowledge

to draw surface
developments of right
geometric solids
to draw surface
development of sectioned
right geometric solids.
Skills/Knowledge
Skill/Knowledge
Notes/Comments
Draw surface developments

of right geometric solids

Limit right geometric

solids to cones, cylinders,
prisms, and pyramids


of right geometric solids.
Frustra of cones, pyramids,

prism, cylinder and sheet
metal joints, bends, knees.
MODULE X1: HELICAL CURVES

Learning Objectives
to:
1. draw a single
helical curve on a
cylinder
2.
Grade 9 / Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Construct a single helical

curve on a cylinder
Revise previous years

work re the helical
curve.
Draw helical spring of
circular cross-section.
Draw helical
spring of circular
cross section
spring
UNIT 2: BUILDING DRAWING

MODULE 1: BUILDING CODES AND MATERIALS
Suggested time: 3 x 40 minutes weekly (2 hours)
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Notes/Comments
Define helical curve, pitch
and lead
Learning Objectives
The Learner should be able
to:
1. demonstrate the
application of Local
Building Codes as
they apply to
standard building
drawing procedures.
2.
3.
prepare drawing
sheets
demonstrate
knowledge of
standard
architectural
practices
4.
prepare drawings to
given scales
5.
produce 2D and 3D
drawings of models
of a building or its
components
Learning Objectives
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Demonstrate the application

of Building Codes as they
apply to standard building
drawing practices.

of local Building Codes as
they apply to standard
building drawing practices.

of local Building Codes as
they apply to standard
building drawing practices.
Prepare drafting sheet
Apply knowledge of standard

architectural practices in
drawings.
Apply Building Code to

standard building drawing;
See Architectural Graphic
Standards
Apply Building Code to

standard building drawing;
See Architectural Graphic
Standards
Prepare simple drawings to

scales

scales

scales
Produce 2D and 3D solid

model drawings of a building
or its components.

or its components

or its components
MODULE II: SITE WORK

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Building Codes are standards
and guidelines for
construction of buildings to
ensure a minimum level of
safety for the occupants. They
include:
- set backs, road sizes, verge,
water zone.
Identifying forces that
natural hazards impose:
water, fire, hurricanes, floods
Standard drawing practice,
for example, line weight,
lettering, symbols,
conventions.
Sketching in proportion,
working drawings to scale
Drawing Aids, drawing
construction lines (c-Lines)
using cross, parallel with full
distance, drawing outline,
inserting dimensions,
hatching, using mirror copy,
saving and printing.
Notes/Comments
The learner should be able to:

1. prepare working
plans of building
sites
2.
Prepare simple working

plans of building sites
Prepare working plans of

building sites
Prepare working plans

of building sites
prepare site plans

Prepare site plans
Prepare site plans.
Emphasise the following:

-Importance of site
investigation
- Common site clearance
practices; demolishing,
salvaging, cutting, burning,
earth-moving, and disposing.
Emphasise factors important
to site layout: slope, layout of
land drainage, sewer disposal,
fencing, locating boundaries,
building regulations for site
layout.
Components of site plans.
Elementary introduction to
sub-soils.
Learning Objectives
MODULE III: FOUNDATIONS

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments

1. prepare simple
working drawings of
foundation work
2.
3.
4.
prepare sketches for

concrete foundations
of buildings

drawings of foundation work
Prepare sketches for concrete

foundations
prepare sketches for

simple
reinforcement of
foundation work
prepare drawings of
common footings
used in building
construction
Prepare drawings of common

footing s used in building
construction



foundations

foundations
Prepare sketches for simple

reinforcement of foundation
work
Prepare sketches for simple

reinforcement of foundation
work

construction

construction
Simple concrete foundations

for level and sloping ground.
Simple reinforcement,
orthographic, pictorial and
freehand sketches
Instrument drawings/section
details.
Position of foundation wall.

5.
draw foundation
plans
Learning Objectives
Draw foundation plans
MODULE IV: FLOOR PLANS AND ELEVATIONS

Suggested time: 3 x 40 minutes weekly (2 hours
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments

1. design and lay out a
simple floor plan
from given
specifications
2.
3.
4.
make free hand

sketches of floor
plan
draw floor plans to
given scales
draw elevations of
buildings
Learning Objectives
Design and layout a simple

floor plan from given
specifications.

specifications
Make free-hand sketches of

floor plan

floor plan
Draw floor plan to given

scale

scale
Draw elevations of buildings.

specifications
floor plan
Emphasise orientation and

relationship of rooms,
positioning of walls,
windows, doors stairs, arches,
bathroom and kitchen
symbols.
Emphasise linework,
dimensioning annotation., and
measuring to scale.

scale
MODULE V: FLOORS
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Emphasise projections and

orientation, ground line, doors
and windows in elevation,
height of roof, fascia, eave
and rendering.
Notes/Comments
The learner should be able to

prepare drawings showing
various types of floors and
floor sections.
Learning Objectives
1. draw details of
various types of
walls
&
2. differentiate between
internal and external
load bearing and
non-load bearing
walls
&
3. draw detailed frame
timber partition
4.
make working
drawings of wall
details.
Prepare drawings showing

floor sections.

floor sections.

floor sections.
Include floor covering, for

example tiles and screed.
MODULE VI: INTERNAL AND EXTERNAL WALLS AND FINISHING

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw details of various types
of walls.
&
Differentiate between internal
and external load bearing and
non-load bearing walls.
Solid, hollow, and suspended

ground floor.

of walls.
&

of walls.
&

non-load bearing walls.

non-load bearing walls
&
&
Draw simple detailed

framed timber partitions.
Draw simple detailed framed

timber partition
Make working drawings of

wall details.
&
Draw simple detailed frame
timber partition
Make working drawings of

wall details.
Notes/Comments
Emphasise:
Stone rubble walls
concrete block walls
brick walls
-composite walls
internal and external wall
Rendering.
Sectional details.
&
Emphasise load and non-load
bearing walls constriction in
blocks and timber.
&
Treatment of openings in
walls
Plastering to walls and
ceilings. Internal and external
renderings.
Sectional details.
Learning Objectives
1. draw plans and
elevations of various
types of roof and
roof structure
2.
3.
4.
prepare working
drawings of roof
anchorage systems
prepare a working
drawing of a roof
showing truss details
prepare working
drawings showing
open and closed
eaves
MODULE VII: ROOFS

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw plans and elevations of
various types of roof and roof
structure.
Prepare working drawings of

roof anchorage systems.

structure.

structure.
Notes/Comments
Identify common types of
roofs found in the region.
Demonstrate knowledge of:
(a)Roof terms: ridgeplate,
common rafters, valley
rafters.
(b) Flat roofs in timber an
their coverings, gable-end
roofs.
(c) Pitched roof construction
with various coverings.
(d) Treatment of gutters,
parapets and ventpipes.

roof anchorage system

roof anchorage systems.

roof showing truss details.

roof showing truss details
Prepare working drawings

showing open and closed
eaves

showing open and closed
eaves.
Hurricane clips/straps, bolts
Simple contemporary timber

trusses
Eave details, dimensioning
and annotations
Learning Objectives
1. prepare drawings
showing various
types of doors and
windows and their
fittings;
MODULE VIII: DOORS AND WINDOWS

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
showing various types of
door and window and their
fittings

fittings

fittings
2.
draw detailed
section of a sliding
window in a
masonry wall;
Draw a detailed section of a

sliding window in a masonry
wall
Draw a detailed section of a

sliding window in a masonry
wall
3.
prepare typical
sectional drawings
to show door and
window details
Prepare typical sectional

drawings to show door and
window details
Prepare typical sectional

drawings to show door and
window details
MODULE IX: STAIRWAYS

Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Notes/Comments
Emphasise the demonstration
of knowledge and skills in
drawing internal and external
doors with linings and frames.
Common types of windows
Horizontal and vertical
sliding windows.
Window casements, ironmongery and louvers.

Positioning of hinges and
locks.
Learning Objectives
1. draw stairs and
calculate risers from
given heights
2.
prepare drawings of
common inside
stairway
3.
prepare sectional
working drawing of
a straight flight
staircase
4.
prepare a detailed
drawing of the parts
of a step
Learning Objectives
1. prepare full sectional
drawings of single
storey buildings
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw stairs and calculate

risers from given heights.
Draw stairs and calculate

risers from given heights.

inside stairway

inside stairway
Prepare sectional working

drawing of a straight flight
staircase
Prepare sectional working

drawing of a straight flight
staircase
Prepare a detailed drawing of

the parts of a step.
Prepare a detailed drawing of

the parts of a step.
MODULE X: SECTIONS
Grade 9 /Form 3
Grade 10 / Form 4
Grade 11 / Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Prepare full sectional
drawings of single-storey
buildings
Prepare full sectional

drawings of single-storey
buildings
UNIT 3: MECHANICAL ENGINEERING DRAWING

MODULE I: PREPARATION OF DRAWING SHEETS
Notes/Comments
Principles of construction of
straight flight stairs both
timber and reinforced
concrete.
Notes/Comments
Using principles of
orthographic projection:
foundation, floors, walls,
roofs.
Learning Objectives
The learner will be able to:
1. prepare drawing
sheet with
appropriate title
block
Grasde9/Form 3
Skills/Knowledge
Grade 10/Form 4
Skills/Knowledge
Scale, Date, and Drawing No.
Refer other information

relative to requirements of
Drawing Office practices.
(See BS308: Parts1 & 2.
Grade 11/Form 5
Skills/Knowledge
Refer other information

relative to requirements of
Drawing Office practices.
(See BS308: Parts 1& 2
Notes/Comments
Pencils: HB lettering; 2H
drawing. (Option: use H- for
sketching).
Methods of fastening
drawings to boards
masking- tapes, draftsmans
tape, clips as available.
(Demonstrate use of
traditional equipment even if
parallel motion T-squares are
standard).
Always draw faint guide lines
for printing. Print letters in
upper-case. Use Vertical
lettering or Sloping style. If
sloping style is adopted the
slope must remain constant.
Refer: B.S. 308 parts 1 &2;
Engineering Drawing Office
Practice PD 7308; ISO
9000.
MODULE II: ORTHOGRAPHIC PROJECTION

Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Learning Objectives
Skills/Knowledge

1. draw orthographic
views of simple
machine parts and
components in First
Angle or Third
Angle projection.
Draw orthographic views of

simple machines parts and
components in First Angle or
Third angle projection.
2.
3.
Skills/Knowledge
Skills/Knowledge
Draw orthographic views of

simple machines parts and
Third angle projection.
use machining
symbols on machine
parts and
components
Use machining symbols on

machine parts and
components.
prepare scaled
orthographic views
of simple machine
parts and
components in First
Angle or Third
Angle projection
Prepare scaled orthographic

views of simple machine
parts and components in First
Angle or Third Angle
projection
Notes/Comments
Orthographic views in First or
Third Angle Projection of
vee blocks, Plummer block,
tool holders, tool post,
connecting rod, pulley frame,
pulleys, pulley yoke, lever
bracket machine vice body,
shaft bearing, angle plate
base, pivot block, bearing
block, angle support.
Use machining symbols on

machine parts and
components.
Refer machining symbol used

on specified finished surfaces
Refer to BS308 Part 2, or
PD7308.
Prepare scaled orthographic

views of simple machine
parts and components in First
Angle or Third Angle
projection.
Scales: Reduction 1:2; 1:5;

1:25: 1:50; 1:100: 1:500.
Scale: Enlargement: 2:1; 5:1;
10:1; 25:1; 50:1; 100:1.
Diagonal scale: Indicate scale
used.
Use of lines and symbols:
Drawing construction lines
(c-lines) using cross, parallel
with full distance, drawing
outline, inserting dimension;
mirror copy drawing,
inserting angle dimension,
drawing centre lines, drawing
and dimensioning fillets &
chamfer, drawing tangent
lines, break objects, hatching,
surface texture symbols,
leader lines, hidden detail

lines, use of shaft generator,
saving and printing drawing.
Learning Objectives
MODULE III: ENGINEERING CONVENTIONS

Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge

1. apply conventional
representations for
machine parts and
components
2.
put dimensions to
drawings.
3.
apply conventional
representations of
welding and brazing
symbols on fabricate
Conventional representation
of bearings, metric screw
thread, shafts, springs, gears,
knurl, flat on round, square,
lap, countersink, counterbore,
spot face, chamfer, bevel,
tubular force.
Put dimensions to drawings
Stop (Extension) lines,

dimension lines, arrowheads,
leaders, overall dimensions,
chain dimensioning, linear
dimensioning, dual
dimensioning, angular
dimensioning, arrangement
of dimensions, toleranced
dimensions, radius, diameter,
circles, arcs, metric screw
threads.
Apply conventional
representations of welding
and brazing symbols on
fabricated machine parts and
Apply conventional
representations of welding
and brazing symbols on
fabricated machine parts and
Welding and brazing symbols
Apply conventional
representations for machine
parts and components
Notes/Comments
Apply conventional
representations for machine
parts and components.
machine parts and

components.
Learning Objectives
The learner should be able to
prepare sectional drawings of
simple machines, machine
parts and components.
components.
components.
MODULE IV: SECTIONS

Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Prepare sectional
Prepare sectional
drawings of simple
drawings of simple
machines, machine parts machines, machine parts
and components
and components.
Notes/Comments
Identify and use the types of
sections: full, half, part, offset, revolved, removed, and
local., sectional plan and
elevations of parts or
components including vee
block, pulleys, lever brackets,
machine vice body, angle
base plate, support arm,
support plate, bracket, lathe
tool post, link connector,
compound rest, crank.
Pay attention to the current
convention for Cutting plane
lines (Cutting planes are
shown by long chain lines,
thickened at the ends, thin
elsewhere and are labelled by
capital letters. The direction
of the viewing is shown with
arrows resting on the cutting
line.
MODULE V: ENGINEERING FASTENERS

Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Learning Objectives
1. make free-hand
orthographic
sketches of
engineering
fasteners
2.
make orthographic
drawings of
engineering
fasteners
Learning Objectives
1. draw plan and
elevations of
assembled machine
parts and
components in First
Angle or Third angle
projection
2.
draw sectional plans

and elevations of
assembled machine
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Notes/Comments
Make freehand orthographic

sketches of engineering
fasteners ( conventional
representations and
applications

fasteners ( conventional
representations and
applications

fasteners
(conventional representations
and applications)
Make orthographic drawings

of engineering fasteners
and applications

of engineering fasteners
and applications)

of engineering fasteners.
and applications
Assembled parts and/or

component are held together
by Engineering fasteners.
Temporary fasteners: nuts
and bolts, screws, studs,
cotters, locknuts, slotted nuts,
castle nut, self-locking nut,
spring washers, saddle keys,
round keys, feather keys,
parallel keys, taper keys,
woodruff keys, split pins;
Permanent fasteners: rivets,
conventional welds and
brazings: fillet, vee, butt,
spot. Indication of direction,
site, and location of weld.
MODULE VI: ASSEMBLY DRAWINGS

Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Skills/Knowledge
Skills/Knowledge
Skills/Knowledge
Draw plan and elevations of
assembled machine parts and
Third Angle projection.


(Use very simple exercises

with single concept and
graded exercises to bring the
concepts together).
Draw sectional plans and
elevations of assembled
Draw sectional plans and

elevations of assembled
Notes/Comments
Parts that are assembled are
held together by fasteners.
Standard Fasteners are not
sectioned when shown as
applied in sectional assembly
drawings.
Engineering Fasteners:
Temporary fasteners: nuts
and bolts, screw, studs,
cotters, locknuts, slotted nuts,
castle nut, self-locking nut,
parts
3.
4.
read and prepare

working drawings of
machine parts and
components
prepare parts list of
machine components
machine parts.
machine parts.
Read and prepare working

drawings of machine parts
and components.
Read and prepare working

drawings of machine parts
and components.
Prepare parts list of machine

components
Prepare parts list of machine

components
(Use conventional method of

showing parts list on the
drawing sheet. Pay attention
to specifying standard
fasteners).
(Use conventional method of

showing parts list on the
drawing sheet. Pay attention
to specifying standard
fasteners).
spring washers, saddle keys,

round keys, feather keys,
parallel keys, taper keys,
woodruff keys, split pins;
Permanent fasteners: rivets,
welds and brazing
(conventional
representations), Indication of
direction, site and location of
weld: fillet, vee, butt, spot.
Show assemblies of shafts
and pulleys, casters, jigs and
fixtures, machine and bench
vices, bearing assemblies,
universal couplings, lathe
steady, pulley and hook, shaft
block, and bearing, tool
support and holders, lathe tail
stock, valve link connector,
connecting rod and bearing,
screw jack, scribing block,
vee block and clamp, crank
and pin, footstep bearing,
clapper box, eccentrics, tool
rest, pipe vice, swivel.
Parts list given machine
components showing Part
No., Name of Part, Number
required, Material, Remarks,
balloon referencing.
MODULE VII: SKETCHING

Suggested time: 3 x 40 minutes weekly (2 hours
Grasde9/Form 3
Grade 10/Form 4
Grade 11/Form 5
Learning Objectives
1. make freehand
sketches of
engineering
components
2.
produce 3D sketches
of engineering
components
Skills/Knowledge
Skills/Knowledge
Make freehand sketches of

engineering parts and
components.

components
Produce 3D solid model

drawing of engineering
components.
(Use very wide range basic
concepts originally).

components.
Skills/Knowledge
components

components.
SECTION 3
SOME SUGGESTIONS FOR IMPROVING PERFORMANCE
Notes/Comments
Show sketching of
engineering features using
standard graphic symbols,
sectional assemblies.
Shaped blocks, chisels,

punches, nuts and bolts,
hammers, saws, vee block,
clamps, ,mallets, anvil, lathe
tools, drill bits, taps and
dies, , reamers, welded joints,
lathe tail stock, lathe centres,
spanners, wrenches, trisquares, snips, stakes, hand
groover, rivet set, tap wrench.
Some suggestions for improving performance include:

o How to make use of past papers and subject reports.
o How to use test questions as study guide
o Interpreting the requirements of the school-based assessment (SBA) project
o Overcoming some misconceptions
o Lesson planning
How To Make Use Of Past Papers And Subject Reports
The availability of past examination papers and subject (school reports) reports provide information that can guide a teacher towards
the format of the examination paper, structure of questions, and the strength and weakness demonstrated by candidates.
Format of the examination: This includes:
(1) the number of questions contained in the paper and the difficulty levels illustrated in each question.
(2) the paper requirements, that is the weight of each section or question
(3) and an approximate amount of time that should be spent on a selected question.
Structure of questions: Questions are normally set at a specific level of difficulty to ensure the credibility of the Criterion
Referenced assessment practiced. Some questions may appear easier than others, but that depends on the skill and
knowledge of the individual reading the questions. All questions are based on the syllabus requirements that are set out in
specific performance objectives. For each question, every effort is made to avoid demanding any skill or knowledge
outside of those specified in the syllabus.
Attention must be paid to the rubric of a question, as instructions and/or requirements on how parts are assembled and for any
instructions for omission or inclusion.
For example, a Mechanical Engineering question may require candidates to:
(a) Show six main dimensions to include a radius, a diameter, a metric thread specification and an overall dimension.
(b) Print the title Pulley Block and the scale used, and show projection method by symbol.
These are very specific instructions on skills that are assessed. The orthographic views of the Sectional Assembly drawing may have
errors or even in complete sections by the candidate, but the requirements of (a) and (b) are specific skills to be assessed, therefore
candidates are to ensure that those are demonstrated for assessment.
Some teachers may have dislike for some units of the syllabus, and the tendency is to bypass them by not providing instructions or
even provide practice exercises. This, of course, is undesirable, and is unjust to learners. Teachers should seek assistant to interpret
requirements of a syllabus.
How To Use Test Questions As Study Guide

The following three multiple choice questions are used to demonstrate a good practice:
1.
The drawing shown above represents a/an

A. irregular curve
B. flexible curve
C. erasing shield
D. protractor
The correct response is (C), an erasing shield. The teacher should continue to identify with the learners all the drawing tools listed
including their uses. Also, provide the actual samples of the erasing shield, the irregular curve(s), flexible curve, and the protractor.
Revise and state the uses of other basic drawing equipment used in the classroom situations ( if appropriate for introduction at that
time).
2. Which of the following illustrations shows a part section?
The correct response is (D).The teacher should discuss with the learners what makes (D) a part section, and elaborate on each of the
other sectional representations given.
3. Which of the scales listed below would be used to produce smallest drawing?
A.
B.
C.
D.
1:2
1:5
2:1
5:1
The correct answer is (B), the drawing being 1/5 the normal size. The teacher should elaborate on the other ratios.
The School-Based Assessment (SBA) Project
The SBA project introduces to the learner a very basic approach to the Engineering Design Process. The instructor should read very
carefully the CSEC (CXC) requirements for the SBA project. The objective of the exercise does not lie in the complexity of the gadget
but more so in the process which includes the learners attempt to identify a problem, maintaining a folio for recording the details in
obtaining a solution, and presenting that solution in notes, sketches, and working drawings. This does not prevent any learner who
exercises initiative to investigate possibilities for solution to a fairly complex problem. The end result, however, must meet the
examination requirements.
Texts dealing with basic principles of the design process will assist the learners in how develop the design and reporting the CSEC
(CXC) SBA project.
It is of importance that an instructor recognises that the successful completion and presentation of a learners project earns
him/her the 20% of the total marks/grades for that examination.
The Design Process

The following step-by-step design process as stipulated by CXC includes the headings to which some brief comments are written.
a) recognition of the need: This deals with the situation that exists. It is from this point that the learner identifies a problem. The
problem relates to any of the ten categories set out in the syllabus, that is: i) Household, ii) Education facilities, iii)
Agriculture/Fishing, etc.
b) definition of the problem: This is the general outline of the problem to be solved and includes the criteria to be met in terms
of its function and what it must do, its aesthetic qualities, and materials to be used.
c) illustration of various aspects of the solution: The learner should illustrate optional shapes, whether redesign of any part of
existing item, specify specifications of purchased parts. The learner may also begin to identify methods of fastening. For
example, there might be stipulation of rivetting or welding without specifications.
The learner should have sketches of no less than three options. He/she should be encouraged not to remain on any one sketch
for too long., or being set upon a single option so that the others become a routine of providing three sketches.
The set of sketches below shows six possibilities for the design of a Circle Scriber.
Sketches adopted from: W. R. Miller & H. C. Rose, INSTRUCTORS AND THEIR JOBS, American Technical
Society, Ill. (1975).
d) selection of the best solution: The decision to opt for a particular project design must be taken with the instructor.
e) evaluation of selected solution: Now that the project design has been selected the learner evaluates all options relative to
parts (including purchased parts, if necessary), methods of fastening (welding, rivetting), finish, and sizes.
Elements of the other the other designs may be used if they will enhance the selected option.
f) presentation of the selected solution: This includes all notes and sketches associated with the design or redesign of the
project, the assemble/working drawings (including dimensions, sectional views (whether full sectional view, removed sections,
revolved sections or part sections), notes for finishing. Computer generated drawings are also acceptable.
The presentation format should highlight the work of the candidate. It should begin with the cover page indicating the project
title, the name of the school, the class or group, the name of the candidate and the date. The body of the report should
have a content page, working drawing / sectional assembly, a pictorial drawing showing the assembled project item,
notes for specific instructions, folio presentation of sketches and research details.
NB: In the ordinary industrial system the next step would be to produce a prototype using the working drawings and instructions.
This, however, is not a requirement for the CXC Technical Drawing Examinations.
Overcoming Some Misconceptions Concerning SBA Assessment

(a)
Complexity of project;
Some teachers do feel that a successful project must entail high level of complexity. The objective of the exercise
does not lie in its complexity, but more in the learners attempt to identify a problem, maintaining a folio for
details
in obtaining a solution, and presenting that solution in notes, sketches, and working drawing.
(b)The concept of Sectional Assembly
A misconception is that the solution to the problem must have Full Sectional Assembly. The purpose of a sectional
view in a working drawing is to show the details of an assembly that enable manufacturing of the item.
There are various types of sectional views, namely:
( i.)
(ii)
A Full Section - where the cutting plane (imaginary) passes entirely across the object.
Half Section - exposes a half section view of the interior to view. It has the advantage of showing the interior
and at the same time maintaining the shape of the exterior.
(iii)
Broken-out Section or Part Section.
(iv)
Revolved Section showing the actual cross-sectional shape of objects, such as bars, and spokes.
(v)
Removed Section -which may include increased scale to show greater details?
(w)
(C)
Using the CXC Sample Mark Scheme

The Sample Mark Scheme is a hypothetical situation (Attached to Section One). It is not based on any particular set of
drawings. It, however, covers the typical details that would be included in any set of drawings.
The teachers should therefore make their Mark Schemes, maintaining the Profile weightings, and include specifics of
the project, using the CXC Guidelines. Experienced moderators will comment on the developed Mark Schemes.
Lesson Planning
Lesson planning is actually the final link in the instructional planning process. It provides directions for the instructional process. It is
therefore not the intention to elaborate on instructional models and philosophies but to refer to assumptions relating to teaching
learning concepts. These are:
The teaching process: The learner is provided with learning stimulations, support and advice.
The teacher/facilitator: The teacher/facilitator sets out the problem and provides the necessary resources to deal with the
problem. As a facilitator he/she reacts to learners needs that help to shape the learning process.
The learning process: The learning outcome is as a result of an active situational process. It can not be predicted but it
can be encouraged or influenced.
The learner: The learner plays a very active and self-directed role in the teaching-learning process
The goal and content of the teaching-learning process: The goal of teaching is that learners should be exposed to
available knowledge. Technical Drawing becomes a graphic expression of the knowledge garnered through research, and
collaboration with related subjects, especially the technology subjects, mathematics and science. Every effort must be made
to provide materials that are not readily available. A simple exercise is to collect samples of fasteners, such as bolts, nuts
and screws. For example: A small collection of Set Screws to illustrate the optional heads,(Square, slotted,
hexagonal, hexagonal socket) and the variety of points (cup, flat, oval, full dog, one-half dog, and cone.)
Evaluation: Evaluation is an integral part of the teaching/learning process. It calls for instruments to capture the
assessment of knowledge, application, and practical ability. (See the CXC definitions). The learners, however, must be
afforded the opportunity for redoing and re-submitting assignments to develop and demonstrate mastery of drafting skills.
Feed-back between attempts should be provided. Ensure transparency, and make sure that learners who demonstrate
mastery without re-doing and re-submitting do not feel penalized, as they should, by then, be developing mastery of other
skills. The achievement of mastery must be emphasised, and those skills mastered must be demonstrated in subsequent
evaluation exercises..
NB: This can not be an indefinite activity for any learner. He/she should master the drawing techniques so as to
move on.
The following is a Lesson Plan Format that has been considered to be an effective tool in planning for teaching.
LESSON PLAN FORMAT
SUBJECT:
CLASS:
TOPIC:
DATE:
DURATION:
AIM(S):
INSTRUCTIONAL OBJECTIVES:
INSTRUCTIONAL MATERIALS/TECHNOLOGY:
PREVIOUS KNOWLEDGE:
LESSON PRESENTATION:
A. Introduction
B. Development
C. Recapitulation
D. Culminating Activity
LESSON EVALUATION:
NB: See the appendixs for samples of Lesson Plan, and a Specimen Paper Multiple Choice Questions.
APPENDIX
Appendix I
1.1
Sample Lesson Plan 1

A SAMPLE LESSON PLAN
SUBJECT: Technical Drawing / Geometrical Drawing

CLASS: Form 3A
Form 3B
TOPIC: Construction of ellipse by foci method and the concentric circles method
DATE/S:
Form 3A October 16, 2007: (9:30 10: 50 am)

Form 3B - October 18, 2007: (9:30 - 10:50 am)
DURATION: Form 3A - 80 Minutes

Form 3B - 80 Minutes
AIM(S):
Learners to be able to state the definition of an ellipse, and to be able to construct an ellipse by the foci method, given
the major and the minor axes.
A the end of the lesson learners should be able to:
State the definition of an ellipse
Identify the parts of the ellipse
Construct an ellipse by the foci method given the major and minor axes.
Construct an ellipse by the concentric circles method given the major and minor axes.
INSTRUCTIONAL MATERIALS/TECHNOLOGY
(a) Model of conic section depicting ellipse as a sectional view.
(b) Samples of circular objects which could be revolved to obtain elliptical shapes.
(c) Illustration of the ellipse showing the various parts
PREVIOUS KNOWLEDGE:
Learners have basic previous knowledge of circular and other curved shapes.
D. Introduction
a. Introduce lesson by letting students identify complete curved shapes, including circles, ovals, ellipse. Demonstrate with
the model the ellipse as conic section. Revolve circular object out of perpendicular to obtain ellipses.
b. Differentiate the characteristics of the ellipse or elliptical curve.
E. Development
Present the illustration of the ellipse and identify the various parts
Demonstrate construction of the ellipse by foci method, and by the concentric circles method given the major and
minor axes.
F. Recapitulation
Recapitulate the major points of the lesson:
Definition of an ellipse (A plane figure bounded by a smooth continuous curve an elliptical curve).
Definition of parts of the ellipse.
Procedure for construction of the ellipse by foci method and the concentric circles method.
Question learners on the various aspects of the lesson clarify where necessary
G. Culminating Activity
Set assignment to construct ellipse by foci method, and the concentric circles method from given data (major and
minor axes) under the supervision of the teacher.
Complete assignment as homework due within 3 days.
LESSON EVALUATION:
I. 11
Form 3A: Comment on how you perceived success in the lesson.

Comment on the attendance, and learners responses with anticipation for next lesson.
Comment on previous knowledge and how it affected the presentation
Form 3B: As with Form A, and include any peculiar circumstances
Sample Lesson 2
A SAMPLE LESSON PLAN
SUBJECT:
Mechanical Engineering Drawing
CLASS:
Grade 10 /Form 4
TOPIC:
DATE:
Use machining symbols on machine parts and components.
DURATION:
AIM(S):
2 hours (40 x 3 minutes)

The learner will be able to apply machining symbol (without texture specifications) on a machined surface shown on a
drawing.
(a) Given simple machine parts and components in orthographic view the learner should be able to indicate machined surface
by symbol without texture specifications.
(b) Given pictorial drawing of simple machine parts and components learner will be able to draw orthographic views and
indicate machining symbol/s on specified finished surface/s.
INSTRUCTIONAL MATERIALS/TECHNOLOGY:
1. Samples of engineering parts or components that have machined surfaces (mating parts, bearing surfaces such as for bolt
heads/washers).
2. Examples of simple orthographic drawings with machined surface/s indicated by symbol/s
PREVIOUS KNOWLEDGE:
Learners are aware of machine parts and components (castings especially) that have machined surfaces.
H. Introduction
(a)Let learners identify surfaces of parts or components that are machined.
(b) Point to finish and machined surfaces for aesthetic and machined surfaces for mating parts and work surfaces.
B. Development
a. Explain the use of machining symbol/s finished surfaces must be marked on a drawing so that the pattern maker will
allow extra material for cutting.
b. Demonstrate the application of the symbol normal or perpendicular to the line (edge view) that represents the
machined surface, or normal to the leader line for dimensioning.
C. Recapitulation:
Recapitulate the major points of the lesson :
- the need for machining symbol
- graphic representation of the symbol
- application of the symbols on drawings.
D. Culminating Activity:
Set assignment, to draw orthographic views from pictorial drawings of simple machine parts or components. Include
machining symbols on specified surfaces.
Complete assignment under the supervision of the teacher within 80 minutes.

NB: Incomplete work is to be completed as homework and is due within 3 days.
LESSON EVALUATION:
Comment on learners previous knowledge
Comment on the level of success for the lesson, and indicate reasons for any failure or limitations.
Note area/s of lesson that may need to be re-emphasised.
II. I
MINISTRY OF EDUCATION
The CSEC Level Programme
TECHNICAL DRAWING
Specimen Paper
(Multiple Choice Questions)
MINISTRY OF EDUCATION
Secondary Level Programme
TECHNICAL DRAWING
Time allotted: 30 minutes
Before you begin this test, READ CAREFULLY THE INSTRUCTIONS LISTED BELOW.
Instructions:
1. In addition to this booklet, you should have answer sheet.
2. You are required to use a B or HB pencil.
3. For each question or statement in test there are four responses, which are identified by letters A, B,
C, and D.
Select the correct response, which answers the question or completes the statement and shade in the
corresponding letter on the answer sheet provided. See this example set out below:
The lines that are drawn on the cut-away of a sectional view are called:
Sample Answer Sheet
A B C D
A Cutting plane lines
B. Projection lines
C. Extension lines
D. Section lines
4. The test has 20 questions. You will have 30 minutes to answer them.
5. Do not be concerned about extra spaces on the answer sheet.
6. Attach the completed answer sheet to the booklet before handing back to the examiner
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO.
MULTIPLE CHOICE PAPER

For each question or statement in this test there are four responses, which are identified by letters A, B,
C, and D.
Select the correct response, which answers the question or completes the statement and shade in the
corresponding letter on the answer
sheet provided.
1. On a drawing, thin chain line

represents
(A)
(B)
(C)
(D)
3. A true horizontal line produced on a drawing should be guided by a

(A)
(B)
(C)
(D)
centre line
visible outline
hidden details
cutting plane line
scale
straight edge
T- square
Protractor
4.
2. Which of the listed scales shown
below would be used to produce
the largest drawing of a given
object?
(A)
(B)
(C)
(D)
10 : 1
5 : 1
1 : 5
1 : 10
The drawing above represents a/an:

(A)
(B)
(C)
irregular curve
flexible curve
erasing shield
(D)
protractor
(B)
(C)
(D)
involute of a circle
parabola
cycloid
7
5. The numerical values given with
dimension lines on a drawing show
the
(E)
(F)
(G)
(H)
scale of drawing
scale of the object
size of the drawing
size of the object.
The line identified by an (X) on the drawing above is a/an

(A)
(B)
(C)
(D)
dimension line
section line
cutting plane line
extension line
The illustration above shows the

construction procedure for a/an
(A)
Archimedean Spiral
65
.
8
10
The illustration above shows the construction of a/an

(A)
(B)
(C)
(D)
involute of a circle
cycloidal curve
parabola
Archimedean Spiral
In the drawing above, the radius R is equal is equal to:

(A)
(B)
(C)
(D)
9. The first place to look for information on a drawing is

in the:
(A)
(B)
(C)
(D)
reference list
material list
title block
notes section
the major axis

the minor axis
the major axis
the minor axis.
11. To ensure that lettering is neat and in line, use:

(E)
(F)
(G)
(H)
12.
outlines
borderlines
construction lines
guide lines.
The instrument used for layout or transferring

measurement is a;
(A)
(B)
(C)
(D)
pair of compasses
pair of dividers
scale
template
15.
13.
Which of the following drawing tools should not be

used when drawing a line?
(A)
(B)
(C)
(D)
T Square
set square
irregular curve
scale rule
Which of the following geometric constructions is illustrated

by the figure shown above?
14
(A)
(B)
(C)
(D)
The illustration above shows the construction of an ellipse by

which of the following methods:
(A)
(B)
(C)
(D)
trammel
rectangular
concentric circles
foci
To draw curves to touch two circles of unequal

radii
To draw curves to embrace two circles of
unequal radii
To draw direct tangents to two circles of
unequal radii
To draw cross tangents to two circles of unequal
radii.
16.
18.
The development of an object is a drawing laid out on a
flat surface to show
(A)
(B)
(C)
(D)
19
The drawing above represents a

(A)
(B)
(C)
(D)
prism
cylinder
pyramid
cone
17
Which of the following circles shows a correct
convention for dimensioning?
at least two views

an exploded view
the unfolded surface
an isometric view
Dimension lines are set between what sets of lines?
(A)
(B)
(C)
(D)
20.
centre
construction
object
extension lines
The instrument used to scribe a circle on a drawing

is a
(A)
(B)
(C)
(D)
pair of dividers
pair of compasses
scale
template

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CSEC TECHNICAL DRAWING

- A TEACHING CURRICULUM Grades 9 11

Prepared by: Gladstone G. Carty

SECTION ONE: THE SYLLABU REGULATIONS AND REQUIREMENT

SECTION 2: OUTLINE OF COURSES

SECTION 3: SOME SUGGESTIONS FOR IMPROVING PERFORMANCE

Sample Lesson Plans

integration of Technical Drawing with other subjects

infusion of knowledge of materials, fasteners, and processes.

need for planning for instruction and learner evaluation.

have a working knowledge and understanding of Computer Aided Drafting applications.

develop skills to use drawing in the process of design

Regulations for private Institutions

Regulations for Private Candidates

SUGGESTED TIME ALLOCATION

2 x 40 minutes (80 Minutes) for Plane & Solid Geometry.

3 x 40 minutes (2 hours) for Mechanical Engineering Drawing/Building Drawing.

ORGANIZATION OF THE PROGRAMME

Plane and Solid Geometry

Mechanical Engineering Drawing

FORMAT OF THE EXAMINATION

Plane and Solid Geometry

Eight questions on Modules of Unit I four questions are set on

Module I IV and four on Module VII XI.

Building and Mechanical Engineering Drawing (By Traditional Method)

Building and Mechanical Engineering Drawing (By Computer)

SCHOOL- BASED ASSESSMENT

The percent weighting of the Profile dimensions is as follows:

CARIBBEAN EXAMINATIONS COUNCIL

UNIT 1: PLANE AND SOLID GEOMETRICAL DRAWING

The learner should be able

Identify common drawing

Revise use of drawing

Revise correct uses of

Layout basic drawing sheets

Layout basic drawing sheets

Layout basic drawing sheets

lay out basic

Notes & Comments

As early as possible use

draw and state the

Draw and state the name

Draw and state the name

Draw and state the name

Letter and dimension

Letter and dimension

Letter and dimension

Log on to system network

Log on to system network

Log on to system network

System in laboratory: CPU,

Practice basic Computer

Practice basic Computer

Practice basic Computer

monitor, keyboard, mouse,

MODULE II: GEOMETRIC CONSTRUCTIONS

1. The learner should be

Bisect straight lines, arcs

Revise all the concepts

Revise all the concepts

2. The learner should be

Include and emphasise all

3. The learner should be

Draw a line parallel to a