Business, Art & Technology Year 7 & 8 Syllabus

CONTENT Page

Business, Art & Technology Year 7 and Year 8 Committee 2018 i

1.0 Rationale 1
4
2.0 General Learning Outcomes 5
2.1 Dimensions 6
2.1.1 Knowledge Acquisition and Application 6
2.1.2 21st Century Skills 8
2.1.3 Attitudes and Values
9
3.0 Student Learning Experiences 10
3.1 Pedagogical Approach
3.2 Role of Schools in Facilitating Students’ Learning 10
Experiences 10
3.2.1 BAT Teachers 11
3.2.2 BAT Coordinators 12
3.2.3 School Administrators
13
4.0 Business, Art & Technology Course Organisation 13
4.1 Knowledge Acquisition and Application 15
4.2 21st Century Skills
17
5.0 Assessment

AHLI JAWATANKUASA MATA PELAJARAN BUSINESS, ART & TECHNOLOGY TAHUN 7 DAN 8
BUSINESS, ART & TECHNOLOGY YEAR 7 AND 8 COMMITTEE
2018

Pengerusi / : Dr. Mohamad Khairul bin Hj Matusin
Chairperson Jabatan Perkembangan Kurikulum

Timbalan Pengerusi / : Dyg Razana binti Hj Johari
Jabatan Perkembangan Kurikulum

Deputy Chairperson

Setiausaha bersama / : Dyg Nurrooqiyah binti Abdullah Sian

Co-Secretary Jabatan Perkembangan Kurikulum

: Awg Mohammad Zaim bin Ishak
Jabatan Perkembangan Kurikulum

Ahli / Members: Jabatan Perkembangan Kurikulum
Dyg Hjh Siti Raudah Hazimah binti Hj Abd Wahab

Dyg Hjh Marzidah binti Hj Majid Jabatan Perkembangan Kurikulum

Dyg Halimahtun Saadiah binti PDISMJ(B)DPS Hj Sulaiman Jabatan Perkembangan Kurikulum

Awg Hj Ali Sofian bin Hj Thani Jabatan Perkembangan Kurikulum

Dyg Hjh Nor Emha binti Hj Md Thani Jabatan Perkembangan Kurikulum

Dyg Nazeerah binti Awg Hj Johan Ariffin Jabatan Perkembangan Kurikulum

Dyg Asmishah binti Hj Alimatersad Jabatan Perkembangan Kurikulum

Dyg Nor Hamizah binti Nordin Jabatan Perkembangan Kurikulum

Dyg Shim Guek Lan Jabatan Perkembangan Kurikulum

Awg Mohd Zuno Kartono bin Hj Ali Jabatan Perkembangan Kurikulum

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Dyg Nur Farzaana binti Hj Shahminan Maktab Sains Paduka Seri Begawan Sultan

Dyg Tay Guat Ngo SM Katok

Dyg Noorhafizahyati binti Hj Meramit Maktab Sultan Omar Ali Saifuddien

Dyg Rokayah binti Kesut Sekolah Tinggi Pengiran Raja Isteri

Dyg Hjh Nor Ernee Salwaty binti Hj Abd Razak SM Sayyidina Hasan

Dyg Hjh Rosmawati binti Hj Rusli SM Sayyidina Hasan

Dk Norhashmimiwati binti Pg Hj Ahmad SM PAP Hjh Masna

Awg Mohammad Johny Aqil bin Abdullah SM Berakas

Awg Lee Shiaw Soon @ Kelvin SM Rimba

Awg Hj Rozaini bin Hj Md Hassan SM Rimba

Dyg Hasimah binti Hj Abd Samad SM Rimba

Dyg Hjh Amalina binti Hj Bakar SM Pehin Datu Seri Maharaja, Mentiri

Awg Muhammad Halid bin Joinidi SM Sultan Sharif Ali

Dyg Amhra Zawatil Amal binti Hj Md Hamdilah SM Muda Hashim

Dyg Maslinawati binti Hj Mohamade Ali SM Sayyidina Othman

Dyg Siti Hafizah binti Hamdan SM Tanjong Maya

Awg Saiful Rizal bin Kiprawi SM Tanjong Maya

Dyg Hjh Rosnah binti Hj Matamit Sekolah Ugama Arab Menengah Perempuan
Raja Isteri Pengiran Anak Hajah Saleha
(SUAMPRIPAHS)

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BUSINESS, ART & TECHNOLOGY (BAT) YEAR 7 AND YEAR 8 SYLLABUS

1.0 RATIONALE

In 2008, The Ministry of Education (MoE) Brunei Darussalam introduced a new
education system known as the National Education System for the 21st Century or
Sistem Pendidikan Negara Abad ke-21 (SPN21). The SPN21 education system is
committed to providing the country’s younger generation with education that will
prepare them for future roles as capable, creative and thinking citizens who would
uphold the local social values inherent in the national philosophy which adopted
the Malay Islamic Monarchy or Melayu Islam Beraja (MIB) concept. This will
enable all learners to reach their full potential equipping them with relevant 21st
Century skills to survive challenges of globalisation. The Ministry view quality
education as main provider of quality manpower as students will spend their adult
lives in a multi-tasking, multi-faceted, technology-driven, diverse and vibrant world,
and hence they must be equipped to meet the challenges globally.

The SPN21 curriculum sets out to provide a holistic education to produce well
rounded individuals which aims at maximising the intellectual, spiritual, emotional,
social and physical potentials of every individual. This can be achieved by
developing students thinking skills and equipping them with life-long learning skills
necessary in an ever-changing world. The emphasis of developing thinking skills
amongst our youth was pointed out in His Majesty’s Titah;

“A system of education serves not only to produce educated individuals, but
more importantly, it must be capable of a generation of thinkers. Being
educated is not a sufficient assurance in itself; but an educated generation of
thinkers - these are the people who will shape the nation's future. That is the
outcome we anticipate from this system of education.”

(Titah at 17th Teacher’s Day Celebration, 23 September 2007)

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Business, Art & Technology (BAT) is a new subject which will provide these skills.
It will be introduced in January 2012 at Year 7 and consequently to Year 8 in 2013
as part of the new SPN21 secondary curriculum for ALL students. BAT aims to
enhance students’ knowledge and skills through authentic project-based activities
as preparation for students living and working in a technological society. It is
interdisciplinary in the way in which it provides a means of applying, reinforcing or
extending concepts generated in other subjects. The subject provides students
with foundation skills in entrepreneurship, technology and creativity used as living
skills before specialisation in Year 9 to Year 10/11. Figure 1 shows the
progression of learning in terms of subjects related to creativity and technology
from preschool to Year 10/11.

FIGURE 1. PROGRESSION OF LEARNING RELATED TO
CREATIVITY AND TECHNOLOGY EDUCATION

Besides enhancing students’ knowledge, BAT also aimed at developing
techniques and skills like collaboration, communication and independent learning
and promoting positive behavioural change focusing on process rather than
product. It also aims on developing skills in problem identification, problem
definition, testing and developing alternative solutions, and presenting reports and

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portfolios. This will prepare them for lifelong learning and their future after
schooling years.

BAT uses Project-based Learning (PBL) approach to integrate varieties of
knowledge and skills which will help our students to be better prepared to meet the
uncertainties and challenges of the future with regard to social, economic,
ecological, scientific and technological changes, both locally and globally.

Through authentic real problem experiences, students have the opportunity to
synthesise knowledge, experiment with a variety of solutions so remain excited
about learning and develop holistically. Therefore, BAT demands a tremendous
shift in the way it is delivered in schools. Not only has there been a change in the
way the subject itself is conceptualized, but the curriculum demands a different
philosophy and approach to the process of teaching and learning.

1.1 AIM
The main aim of Business, Art & Technology (BAT) is to provide learning
opportunities for students to develop entrepreneurial, artistic and technological
awareness, literacy, and capacity for lifelong learning required to live and work
effectively in the challenging world of globalisation. It will integrate all the learning
areas but focuses mainly on Social Sciences and Humanities, Art and Culture and
Technology.

Business, Art & Technology (BAT) will:
• develop students’ personal attributes (spiritual, mental, physical and
aesthetics values, leadership, entrepreneurship, morale);
• develop students with fundamental knowledge and skill through
entrepreneurial, artistic and technological activities and develop their
positive values and attitudes through project-based learning activities;
• develop students generic skills in research, analysis, leadership, team-
building, communication, critical thinking, creativity and problem-solving
through hands-on experiences;

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• not only make cognitive and skills development as the main focus but
other aspects of a holistic education such as the inculcation of spiritual,
moral, social, cultural attitudes and values, as well as physical
development are also emphasised through authentic activities;

• encourage students to participate in collaboration, cooperation, and high
levels of interpersonal skills, as well as the ability to act in ethically and
morally responsible ways.

2.0 GENERAL LEARNING OUTCOMES
The knowledge, skills, attitudes and values students should have acquired by the
end of the course are stated in the general learning outcomes. The general
learning outcomes outlines what schools are required to teach and the learning
experiences students should be provided in the Business, Art & Technology (BAT)
curriculum. These outcomes are also used by schools as benchmarks or criteria
for assessing students’ achievements via a wide range of assessment modes.

BAT will use a Project-based Learning (PBL) approach which is organised in a
modular/thematic format. PBL is a systematic teaching approach which ensures all
students are actively involved in the learning process through inquiry based and
authentic activities. Through working in groups, students’ will enhance their ability
to collaborate, self and peer reflection and evaluate their own work and processes
as well as that of their peers.

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2.1 Dimension

FIGURE 2. DIMENSIONS OF BUSINESS, ART & TECHNOLOGY (BAT)
CONCEPTUAL FRAMEWORK

The conceptual framework for Business, Art & Technology (BAT) as shown in
Figure 2 focuses on three dimensions which are:

• Knowledge acquisition and application
• 21st Century Skills

ƒ Thinking and problem solving skills
ƒ Entrepreneurial skills
ƒ Artistic and design skills
ƒ Practical Skills
ƒ ICT Skills
• Attitudes and values
The general learning outcomes in the first two dimensions can be assessed. The
third dimension, attitudes and values, is not directly assessed. It is an integral part
of the teaching and learning process in which students will achieve through
effective, meaningful activities implemented in the classroom.

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2.1.1 KNOWLEDGE ACQUISITION AND APPLICATION
Knowledge acquisition and application focuses on how students access/obtain,
create/design, process and deliver key concepts and information in various forms
in order to fulfil a range of needs, situations and purposes and cultivate an attitude
of open-mindedness to diverse sources of information and evaluate as well as
filter information that is useful.

Therefore, by the end of Year 8, students should be able to:
• apply key concepts and knowledge of, artistic & design, entrepreneurship
and technology in an integrated manner to attain specified goals and solve
problems encountered in project-based learning activities; and
• identify opportunities, generate innovative ideas and manage resources .

2.1.2 21st CENTURY SKILLS
Business, Art & Technology (B.A.T.) identifies these five skills required by students
to meet the challenges of 21st Century:

i. Thinking and Problem Solving skills;
This aims to help students develop thinking skills as a deliberate skill which
generate a critical scanning of the situation before they make decisions.
Students have an increase capacity to generate ideas and be able to
explore and acquire knowledge by themselves. They would also acquire
greater confidence and self-esteem, therefore, more active participation in
the class room activities. It would improve students’ listening and
communication skills, teacher-student and peer interactions and social
values as well as bring about better concentration.

ii. Entrepreneurial skills;
This aims to help instil entrepreneurial awareness and values. These are
carried out through projects and activities which are part of their daily lives
which will develop their competency in decision-making, working in teams
and collaboration, creativity, communication, business and marketing skills.

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iii. Artistic and Design Skills
This aims to develop skills, knowledge and values through the construction
of experience, practice and increasing maturity in an active learning
environment. Through these experiences students develop awareness of
technology in design, a sense of appreciation of function and aesthetics and
use problem solving and creative thinking skills to create unique, appealing
and expressive product.

iv. Practical Skills
This aims to develop necessary procedural and manipulative skills for
working with materials, tools and equipments through a work habit of a safe
and healthy environment. The students would demonstrate self-
management by working systematically, persistent with task, evaluating and
improving own performance.

v. ICT Skills
This aims to develop ICT skills for creativity and communication in learning
confidently and selectively. Students will be able to acquire skills in ICT
application tools and understand how to use them in appropriate situation
and task. Through the use of ICT, students would retrieve, analyse,
process, present and exchange information and use technology efficiently
and effectively in solving problems and increasing productivity.

Therefore, by the end of Year 8, students should be able to:
• collect, process and analyse information necessary for strategic

planning and development;
• apply critical thinking and problem-solving skills in evaluating issues and

making decisions;
• demonstrate self management by working systematically and persistent

with task;
• develop a sound knowledge and understanding of basic business and

enterprise skills;
• demonstrate skills when using specific tools and materials;

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• develop communication through basic drawing skills;
• demonstrate effective communication, team-building and interpersonal

skills; and
• use computer software and apply ICT skills in projects.

2.1.3 ATTITUDES AND VALUES
The development of attitudes and values are essential for students to
cultivate an interest and love for acquiring and applying knowledge and
skills, and a culture of lifelong learning. Through the projects and activities,
students would show leadership qualities, show cooperation as a team and
work collaboratively, show confidence and perseverance to find things out,
interest and curiosity in exploring their environment and question what they
find, be able to work independently and show resourcefulness when facing
challenges.

Therefore, by the end of Year 8, students should be able to:
• be socially responsible and caring, and show respect for other people’s

work and ideas;
• present ideas with confidence;
• show commitment on one’s own and when collaborating with others;
• show leadership when decisions have to be made;
• show perseverance when facing difficult task(s); and
• be reflective and self-motivated lifelong learners to meet the demands

of the rapidly changing world.

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3.0 STUDENT LEARNING EXPERIENCES
The active involvement of students in their learning is essential in Business,
Art and Technology (BAT) curriculum as emphasis is placed on Project-based
Learning (PBL). Learning experiences are activities and/or tasks, conducted
within appropriate contexts, which contribute to student learning. The learning
experiences provided to students should focus on general learning outcomes
which encompass elements of all three dimensions to equip students with the
21st Century skills (Thinking and problem solving skills, Entrepreneurial skills,
Artistic and design skills, Practical skills and ICT skills).

The BAT learning experiences that students need to acquire are to:
• apply concepts and knowledge in an integrated manner to attain
specified goals and solve problems encountered in project based
activities;
• develop critical thinking and problem solving skills while engaging in
project work;
• analyse and interpret the data collected, taking into account the issue
of validity and fair reliable tests;
• reflect on how their ideas and skills have changed as a result of the
activities conducted;
• exhibit open-mindedness and respect for evidence in investigative
work;
• communicate their ideas and work collaboratively and cooperatively as
a team when engaging in tasks;
• self-assess their own and their peer’s work, and take part in deciding
how to improve it;
• develop skills in using various tools, equipment and materials/ media in
developing products; and
• undergo basic business activities to help instil entrepreneurial
awareness and values.

3.1 PEDAGOGICAL APPROACH
In planning the BAT curriculum, implementation strategies is subject to vary
be based on students’ ability, teachers’ expertise, the availability of school
facilities and resources, and the timetable in schools.

Schools are encouraged to develop their own projects and resources
according to the needs, interests and abilities of their students where feasible.
BAT teachers within each school are encouraged to collaborate in developing
these projects. This collaboration is not limited to within schools but also
schools with in each cluster and beyond.

The BAT curriculum is designed in such a way that it can be offered with the
existing facilities in schools. Schools with special rooms can choose to use the
available facilities for the practical activities. It is also recommended that:

• Team/Pair teaching
o Helps compliment the teachers skills (e.g. Home Economics
teacher with Commerical Studies teacher)
o Assist in supervision for safety reasons (number of students in
workshops for practical activities)

• Block Time tabling
o to enable them to use classrooms and specialised rooms
together (ICT labs/ HomeEco rooms / D&T workshops/ Art
Rooms)
o enable pair/ team teaching and that the 4 periods allocated are
grouped.

3.2 ROLE OF SCHOOLS IN FACILITATING STUDENTS’ LEARNING
EXPERIENCES

3.2.1 BAT Teachers
To promote meaningful learning experiences, it is essential that teachers
provide opportunities for students to effectively build and equip students with
the 21st Century skills (Thinking and problem solving skills, Entrepreneurial
skills, Artistic and design skills, Practical Skills and ICT skills).

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This can be achieved when teachers:
• find out students’ current ideas and experiences and use them as a

starting point to build more effective ideas;
• adopt approaches based on students’ interest, abilities and should

have element of fun to motivate students;
• engage students in active learning process by stimulating their thinking

and creativity through inquiry-oriented based and project-based activities;
• create opportunities for students to participate actively and to work

together;
• provide students with the autonomy of making sense of the new

experience by encouraging them to reflect on their ideas and on their ways
of thinking;
• provide students with access to alternative ideas to their own and
connecting them to scientific ones; and
• monitor students’ progress and reflect on the effectiveness of the
learning experiences provided.

3.2.2 BAT Coordinators
BAT Coordinators roles are to:
• monitor the implementation of BAT;
• act as a bridge between School administrators and also the departments

within MoE such as the Curriculum Development Department (CDD) and
Department of School;
• ensure the BAT teachers in schools collaborate in developing projects
and assessment;
• support and assist teachers in obtaining resources (e.g. funding,
flexible timetabling to support pair/team teaching and specialised rooms,
organising school visits, inviting guest speakers and so forth);
• ensure all assessments are conducted in a fair manner and assist BAT
teachers in developing a report for school administrators, relevant
departments in MoE and parents; and

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• identify the needs of the school and BAT teachers in terms of
resources and training to be reported to the relevant departments in the
MoE.

3.2.3 School Administrators
School administrators are required to support BAT teachers and coordinators
in the implementation of BAT curriculum by;
:
• supporting and assisting in obtaining resources (e.g. funding, flexible

timetabling to support pair/team teaching and specialised rooms,
assistance from non-BAT teachers, organising school visits, inviting guest
speakers);
• ensuring all assessments are conducted;
• assisting them in producing reports for relevant departments in MoE
and parents;
• promote collaboration amongst BAT teachers within schools in
developing projects; and
• promote cooperation with other schools to offer professional exchange of
information and best practices.

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4.0 BUSINESS, ART & TECHNOLOGY (BAT) COURSE ORGANISATION
4.1 KNOWLEDGE ACQUISITION AND APPLICATION

Learning Focus Learning outcomes
Students should be able to:

Business • identify the important role played by different types of business, the
resources they used to produce goods and services to satisfy
customers' needs and wants

• Identify the needs and wants of customers, gather information about
customers and products / services

• learn how a business puts the 4Ps of marketing mix together to
reach out targeted customers

• understand budgeting, create a simple budget plan, and manage
financial records and resources

Art • apply basic skills based on elements of arts and principles of design
Technology in nature and human / man-made forms

Design • apply ability in visual arts
and • apply art knowledge and skills
• experiment with wide variety of materials / media and processes
Technology • construct and design a presentation incorporating multimedia

Food elements.

(updated October 2018) • recognise the importance of using tools and materials correctly and
equipment in a safe and ecological friendly environment

• develop knowledge and understanding of the role of the Design
Process in designing and making things

• tackle problem-solving activities in a structured manner
• develop skills in communicating design ideas and solutions
• select and apply materials, techniques and technologies during

project work that are appropriate

• develop knowledge, understanding and skills related to food
hygiene and safety

• develop knowledge and understanding of nutrition and food
consumption and an appreciation of the consequences of food
choices on health

• develop knowledge, understanding and skills in selecting and safely
using utensils, equipment and kitchen linen appropriately

• develop knowledge, understanding and skills in food preparations
and cooking

• develop knowledge and understanding of how to provide a detailed
description of the design process

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Textile • develop knowledge and understanding of health and safety, and
safe working practices

• develop knowledge and understanding of and skills in the selection
and proficient and creative use of textile materials, tools and
equipment and techniques to produce accurate work resulting in a
well-made product

• develop knowledge and understanding of how to provide a detailed
description of the design process

• develop skills in the creative documentation, communication and
presentation of design ideas

Agriculture • develop knowledge of the basic tools and equipment and using
them safely and correctly

• develop knowledge and skills in implementing safe work practices in
agricultural contexts

• develop a basic knowledge and understanding of agriculture as a
dynamic and interactive system that uses plants and animals to
produce food

• develop knowledge and interest in growing plants and acquire the
skills to do this effectively and safely

Information • design and create formatted documents or reports effectively and
Communication suitably using a word-processing tool.

Technology • use a software suite in an integrated and effective manner.

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(updated October 2018)

4.2 21ST CENTURY SKILLS
The areas covered are included in the table below.

Learning Focus These covers:
Thinking Skills

Generation of Ideas • CoRT 1 to broaden one’s perceptions beyond the obvious one.
Thus,
✓ improve students’ quality of thinking;
✓ making decisions and solving problem effectively;
✓ able to use the imaginative skill to develop new and
original ideas or things.

• CoRT 1 comprises of 7 tools:
✓ PMI: Plus, Minus, Interesting
✓ CAF: Consider All Factors
✓ C&S: Consequence & Sequel
✓ AGO: Aims, Goals, Objectives
✓ FIP: First Important Priorities
✓ APC: Alternatives, Possibilities, Choice
✓ OPV: Other People’s Views

• Each of the CoRT techniques can be used individually for
particular purposes:

Exploration CAF, OPV, APC

Action APC, FIP, AGO

Evaluation PMI, C & S, FIP

Team Building • Practicing effective collaboration with team members
• Identifying and utilizing the strengths of team members
• Teaching the team self-regulation strategies
• Improving communication
• Making the workplace more enjoyable

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(updated October 2018)

Entrepreneurial Skills

ComCmolulanbicoaratitoionnan•d • Collaboration and team work skills
• Negotiation skills and interpersonal skills
• Presentation skills- communicate with a range or targeted

audience
• Self-management

✓ working systematically (such as using Gantt chart or mind
mapping) and persistent with task

The Marketing Skills • Business presentation skills
✓ Pitching
✓ Communicate with a range of targeted audience

• Elements of the 4Ps

Business Plan • Practical and systematic approach to identify, plan and
propose a business prototype

• What is a Business Plan?
• Purpose of the Business Plan
• What does a Business Plan Content?

Artistic and Design Skills

Elements of art • Elements of arts covers: ✓ Shapes
✓ Lines ✓ Spaces
✓ Textures ✓ Forms
✓ Colours

Identify each concept, example:
Art element: Texture
concept: things in nature have different textures
– smooth, bumpy, scratchy, etc

• Principles of design covers:

Principles of design ✓ Contrast ✓ Pattern
✓ Balance ✓ Transition
✓ Emphasis ✓ Unity
✓ Rhythm ✓ Harmony

Identify each concept, example:
Design principle: Balance
Radial balance has lines shapes or colours that shoot out from
critical point

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(updated October 2018)

Common tools & • Tools include:
techniques ✓ Pencils
✓ Brushes
✓ Pens
✓ Crayons
✓ Water Colours
✓ Scissors
✓ Glue
✓ other medias

Practical Skills
Safety, Tools and Process

Design & Technology • Health and safety
• Graphics skills
• Making: use of various materials

Food • Hygiene and Safety
• Food preparations and cooking:

✓ Basic kitchen utensils and equipment and their uses
✓ Kitchen linen
✓ Methods of cooking

• Safety for sewing

Textiles • Skills, techniques and processes
✓ Basic sewing equipment
✓ Sewing machine
✓ Sewing skills - Basic Stitches and Embroidery Stitches;

Machine Stitches
✓ Sewing processes - Seams; Edge Finishes;

✓ Pockets Disposal of fullness

Agriculture • Tools and equipment
• Vegetable growing

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(updated October 2018)

Security ICT Skills
• This will cover:

✓ Viruses
✓ Firewall
✓ Plagiarism
✓ Backup data

Word Processing • Open, create, edit, format, save and close document
(Microsoft Word) • Print and preview documents
• Insert picture
• Spell check
• Create tables
• Page numbering
• Bullets
• Fonts

Spreadsheet • Open, create, edit, format, save and close workbook
(Excel) • Enter and format text, number
• Border, shading, fill colour
Presentation • Insert, rename, delete worksheet
(Powerpoint) • Print and preview worksheet
• Calculation, formula, functions, charts, sorting
File organization • Recognize cell address
• Organizing tabs
Internet / Research
• Open, create, edit, format, save and close presentation
• Enter and format text and slides
• Insert object (sounds, animation, image, etc)
• Slide transition
• Hyperlinks

• Save, rename, delete files
• Copy, cut, paste to different folder
• Search files
• Clouds (storage)

• Basic features of internet browser Interface
• Use different search engine
• Searching skills – image/ video/ sound
• Cut / copy / paste from website onto other applications.
• Social media - Facebook, Youtube, WhatsApp, Email, Edmodo

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(updated October 2018)

Graphic • Basic drawing tools
✓ Line tool
Publisher ✓ Curve tool
Programming ✓ Ellipse tool
✓ Rectangle tool
✓ Text tool

• Editing tools
✓ Stretch tool
✓ Rotate tool
✓ Skew tool

• Image format
✓ Bitmap
✓ JPG
✓ PNG
✓ Vector images (pdf)

• Image editors
✓ MS Paint
✓ Adobe Photoshop
✓ Medi Bang

• Poster
• Leaflet / Brochures

• Scratch

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(updated October 2018)

5.0 ASSESSMENT
Assessment is an integral part of the teaching and learning process. Teachers
must be sensitive and constructive in giving feedback and detailed reporting
of students’ achievement to stimulate students’ motivation. School and
teachers are empowered to conduct quality continuous assessment on
students’ attainment.

Business, Art & Technology (BAT) will use portfolio assessment which
provides a collection of students’ work that can be used to appraise students’
performance over time. The work of the students can act as a;

i. ‘learning portfolio’ or ‘process portfolio’, which documents
student’s learning over time by showing all the documents and
reflections of work prepared by a student;

ii. ‘showcase portfolio’ or ‘presentation portfolio’, which students
can use to show best work rather than all of a student’s work ;and

iii. ‘credential portfolio’ or ‘assessment portfolio’, which shows
student work that is representative of variety of particular tasks
which will be assessed by their teacher or used for final
assessment and entrant to courses.

For assessment purposes, students are required to complete at least
TWO projects in a year. These projects would be used identify the strengths
and improve the weaknesses of the students. The best work would be use to
showcase within the school or represent the schools in exhibitions. Students’
portfolio may also be used to channel them to programmes once they enter
Year 9 onwards.

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GUIDELINES FOR
BUSINESS & ENTREPRENEURIAL SKILLS

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(updated October 2018)

GUIDELINES FOR BUSINESS & ENTREPRENEURIAL SKILLS

Learning Focus Area of study Learning outcomes
Students should be able to:
Communication and
Collaboration • Collaboration and team work skills • demonstrate the ability to communicate

• Negotiation skills and interpersonal skills clearly, using oral, written, and non-verbal
languages, and collaborate effectively and
• Presentation skills- communicate with a range or responsibly with others
targeted audience

• Self-management
✓ working systematically (such as using Gantt chart or

mind mapping) and persistent with task

Introduction to Business • Definition of business • identify the important role played by
• Types of businesses different types of business, the resources
• Resources for business activities they used to produce goods and services to
satisfy customers' needs and wants
(Factors of production)
• Competition

Introduction to Marketing • Definition of marketing • Identify the needs and wants of customers,
• Know your customers gather information about customers and
products / services
✓ Customer groups
✓ Understand customers' needs and wants
✓ Market survey

The Marketing Mix • The 4Ps of marketing • learn how a business puts the 4Ps of
➢ Product marketing mix together to reach out
➢ Price targeted customers
➢ Place
➢ Promotion

The Marketing Skills • Business presentation skills • develop confidence in public speaking
➢ Pitching through effective presentation techniques
➢ Communicate with a range of targeted audience and engage well with the audience, and
apply the marketing mix concepts
• Elements of the 4Ps

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(updated October 2018)

Learning Focus Area of study Learning outcomes
Understanding Finance Students should be able to:
• What is finance? • understand budgeting, create a simple
Business Plan • Sources of finance - Lending of money to businesses budget plan, and manage financial records
• Budgeting and resources
• The cash account
• The income statements • identify opportunities, generate innovative
ideas, manage resources, and produce a
• Practical and systematic approach to identify, plan and business proposal
propose a business prototype

• What is a business plan?
• Purpose of the business plan
• What does a business plan content?

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(updated October 2018)

GUIDELINES FOR
DESIGN & TECHNOLOGY SKILLS

24

(updated October 2018)

GUIDELINE FOR DESIGN & TECHNOLOGY SKILLS

Learning Focus Area of study Learning outcomes
Health and safety
• Safety in the workshop Students should be able to:
➢ Safety rules and correct working or operating procedures
when using tools, machines and materials • recognise the importance of using tools and
materials correctly and equipment in a safe,
healthy and ecological friendly environment

The design process • The step by step stages of the design process: • develop knowledge and understanding of the
Graphics skills ➢ Design problem role of the Design Process in designing and
➢ Design brief making things
➢ Research and specification
➢ Ideas • tackle problem-solving activities in a structured
➢ Final ideas manner
➢ Making
➢ Evaluation • develop appropriate graphical skills to enable
full engagement in design activity
• General graphics skills and illustration techniques e.g.
➢ Use of drawing equipment
➢ Layout
➢ Lines
➢ Lettering
➢ Dimensioning

• Pictorial drawing e.g.
➢ Isometric
➢ Perspective

• Freehand sketching
• Orthographic projection
• Rendering
• Basic geometry
• Computer skills

Making • Materials • develop skills in communicating design ideas
• Marking and measuring and solutions
• Cutting, shaping and holding devices
• Finishes Portable tools Processes • Select and apply materials, techniques and
• Joining and assembly technologies during project work that are
appropriate

25

(updated October 2018)

GUIDELINES FOR
FOOD SKILLS

26

(updated October 2018)

GUIDELINE FOR FOOD SKILLS

Learning Focus Area of study Learning outcomes
Hygiene and safety Students should be able to:
• Rules in the Home Economics Kitchen. • develop knowledge, understanding and
Nutritive value of food • Hygiene and safe practices in: skills related to food hygiene and safety

Food Preparations and ➢ Selecting food; • develop knowledge and understanding of
cooking ➢ Handling and preparing food; nutrition and an appreciation of the
➢ Storing food consequences of food choices on health

• Food nutrients • develop knowledge, understanding and
➢ Protein; skills in selecting and safely using utensils,
➢ Carbohydrates; equipment and kitchen linen appropriately
➢ Fat;
➢ Vitamins; • develop knowledge, understanding and
➢ Minerals skills in food preparations and cooking

• Functions and deficiencies • develop knowledge and understanding of
• Food Pyramid how to provide a detailed description of the
design process
• Basic kitchen utensils and equipment and their uses
• Kitchen linen
• Methods of cooking (such as Baking)

Design Process Skills • Steps in the process skills:
➢ Task analysis
➢ Research
➢ Decision-making
➢ Planning
➢ Produce
➢ Evaluation

27

(updated October 2018)

GUIDELINES FOR
TEXTILES SKILLS

28

(updated October 2018)

GUIDELINE FOR TEXTILES SKILLS

Learning Focus Area of study Learning outcomes
Safety for sewing Students should be able to:
• Tools and equipment storage • develop knowledge and understanding of
Skills, techniques and • Sewing area health and safety, and safe working
processes practices
➢ General housekeeping
➢ Accidents • develop knowledge and understanding of
➢ Electrical and skills in the selection and proficient and
➢ Personal safety creative use of textile materials, tools and
equipment and techniques to produce
• Basic sewing equipment accurate work resulting in a well-made
➢ Sewing tools product
➢ Sewing machine
➢ Pressing equipment
➢ Important points on pressing

• Sewing machine
➢ Parts and functions of a sewing machine
➢ Bobbin and bobbin case
➢ Threading a sewing machine
➢ Faults in machining
➢ Safety rules
➢ Care of the sewing machine

• Study of Fabric
➢ Cotton
➢ Fabric terminology
➢ Pattern markings

• Sewing skills
➢ Basic stitches and Embroidery stitches

• Sewing processes
➢ Seams
➢ Edge finishes - Hem/binding/facings
➢ Disposal of fullness - gathers/pleats

• Pockets
➢ Square patch pocket

29

(updated October 2018)

Learning Focus Area of study Learning outcomes
Design Process Skills Steps in the process skills:
Students should be able to:
➢ Task analysis
➢ Research • develop knowledge and understanding of
➢ Final product and development how to provide a detailed description of the
➢ Planning design process
➢ Produce
➢ Evaluation • develop skills in the creative
documentation, communication and
presentation of design ideas

30

(updated October 2018)

GUIDELINES FOR
AGRICULTURE SKILLS

31

(updated October 2018)

GUIDELINES FOR AGRICULTURE SKILLS

Learning Focus Area of study Learning outcomes
Introduction to agriculture Students should be able to:
• What is agriculture? • develop a basic knowledge and
Tools and equipment • The importance of agriculture to Brunei Darussalam understanding of agriculture as a dynamic
• Components of the agriculture industry and interactive system that uses plants and
• Livestock animals to produce food

➢ Farm animals of Brunei Darussalam • develop knowledge of the basic tools and
➢ Poultry equipment and using them safely and
➢ Fish, shrimp and prawns correctly
• Crops
➢ Crops of Brunei Darussalam • develop knowledge and skills in
➢ Vegetable growing implementing safe work practices in
➢ Fruit growing agricultural contexts
➢ Paddy growing
• Horticulture
• Forestry
• The location of agricultural activities in Brunei
Darussalam
• Health and safety

• Tools used in the garden
• Equipment used in the garden
• The tool storage
• Safe use of tools
• Safety precautions in the use and storage of farm

chemicals
• Maintenance of garden tools
• Tools and equipment used on the farm

32

(updated October 2018)

Learning Focus Area of study Learning outcomes
Vegetable growing
• The importance of vegetables Students should be able to:
(updated October 2018) • Site selection and preparation
• Bed preparation • develop knowledge and interest in growing
• The seed plants and acquire the basic skills to do this
effectively and safely
➢ Types of seed
➢ Seed selection and storage • Participate as a team member in the
➢ Spacing and sowing depth planning and management of the project.
• Methods of sowing
• The direct method
➢ Thinning-out
• The indirect method
➢ The nursery
➢ Soil preparation
➢ Sowing in the nursery
➢ Pricking-out
• Hardening-off
• Seedling management in the nursery
➢ Watering
➢ Pest and disease control
• Transplanting
➢ The method of transplanting
➢ Temporary shading
• Mulching
• Trellising / staking
• Garden management
➢ Watering
➢ Fertilizer application
➢ Weeding
➢ Pests and diseases
➢ Integrated pest management (IPM)
• Harvesting
• Grading, storage and marketing

33

 
 
 
 
 
 

 

APPENDIX 1 

Sample Year 7 Themes 

 
 
 
 

 
 
 
 
 
 
 

APPENDIX 1:  Example of Business, Art & Technology (BAT) Year 7 Themes:  

TERM 12 34

  

THEME ENVIRONMENT: Pollution, HOLIDAY FESTIVALS OUR SCHOOL

Waste, Reuse & Recycle A day or period set aside for celebration –
one of religious significance.
Type - ‘List of environmental issues’:
use Yahoo or Google as a research tool.   Tasks may include:  

TASK Create an appropriate project What would your destination Poster designs / light meals / Where are the issues that
which tackles environmental and what is your idea of a
issues. Create a product from holiday? Plan out the design of the Multi- need addressing at our school

recycled materials purpose hall to suit the theme (In preparation for new academic year)
 

SUGGESTED ACTIVITIES

May include: Volunteer work, collecting trash, visit a Visit a travel agents – ideas of venues to Sample ‘Hari Raya’ cards – sample Closer look at our school, its environment
rubbish dump, a closer look at school environment visit and why restaurant menu’s – layout designs/room and to identify areas where students feel
plans for celebrating the actual day. there is a need for further enhancement /
and the home, what rubbish is accumulated?
improvement..

Create a product from recycled materials: Possible Project Ideas might Possible Project Ideas might Possible Project Ideas might

include: include: include:
Possible Project Ideas might include;

• Simple Mechanism design to pick-up litter; • Design a brochure to visit the • Celebration cards for ‘Hari Raya’; • Your classroom design and
• Bags country of your choice; layout;
• Fabric Flower • Planning room layout at home for
• Wall Hanging • Ideal food items from your country the celebration day; • Design and make
• Fabric slippers of choice; curtains/table cloths for
• Birdhouse; • Gifts – Jewellery (Enamelling) – classroom; Memo Board
• Milk carton pen pot; • Design and make simple items key ring holder, textiles – special
• Media collage; from textile materials / craft items bag • Design suitable posters /
• Mini vase; from country of choice; charts/ calendars / Bulletin
• Paper Mache Bowl; • Make special cakes for preparing board;
• Scrap wood sculptures; • Eye catching design to advertise ‘Hari Raya celebration.
• Pop-up Birthday card. your country of choice. • New small flower garden /
• Decorating clothes/accessories for design a bird box for the
Hari Raya – Beads and sequins on garden;
Baju Kurong and tudongs/shawls
• New menu for canteen – menu
holder for tables in canteen

area.

Here are some ideas can you think of any more for gifted and Here are some ideas can you think of any more for Here are some ideas can you think of any more for gifted Here are some ideas can you think of any more for
talented and special needs students. gifted and talented and special needs students.
and talented and special needs students. gifted and talented and special needs students.

Throughout the course: Entrepreneurial Skills will form part and parcel of the course with the view to develop sound knowledge and understanding of basic business and enterprise skills. Plan and
develop innovative ideas, to make decisions, ability to work in teams, communicate competently and develop presentation and marketing skills.

 

 
 
 
 

 
APPENDIX 2 
Sample Term 1 Planning 

 

 
 
 
 
 
 

BRIEF SAMPLE OF TERM 1 PLANNING FOR BUSINESS,ART & TECHNOLOGY
YEAR 7 2012

WEEK TOPIC CONTENT

TERM 1 Orientation week with Form Teachers
Wk. 1 Orientation Week with Subject Teachers

Wk. ‰ Tour of School Facilities:
2-3
- Library,

- ICT Lab,

Introduction to BAT and - Art Rooms,
Facilities - Home Economics Rooms

- D&T Rooms

‰ Health and safety of facilities

Wk. Mini Project ‰ Thinking Skills & Basic Entrepreneurial
4-5 E.g. Our School/ Our Activities (eg Brainstorming and mind-
mapping)
Classroom
‰ Selection of group
Wk. Project based activities
6-10 Introduction to Theme: ‰ Group Presentation
Reduce, Reuse,
‰ Making (Storage for A4 Portfolio)
Recycle
‰ Discuss / brainstorming on their
Wk. 11 Evaluation and Testing perception on the 3 R in groups.

‰ Identify recycle materials around the
school.

‰ Presentation from each group.

‰ Research – one /two materials that can be
recycle

‰ Ideas / planning for making

‰ Development and Making

‰ Presentation

‰ Marketablilty

‰ Peer Assessment

‰ Self Assessment

 
 
 

 

APPENDIX 3 
Sample Theme 1 Project Overview 

 

SAMPLE PROJECT OVERVIEW

Project Theme: ENVIRONMENT: REDUCE, REUSE & RECYCLE Duration: TERM 1
Goal:
Identify 3 ways you can eliminate waste and protect your environment.

Essential Question(s): What exactly is waste? What do we mean by reduce, reuse and recycle? Can you give examples of waste products and identify
those which you can reuse and recycle.

Lesson Objective: Understand that waste is anything discarded, rejected, surplused, abandoned or otherwise released into the environment in a
manner (or quantity) that could have an impact on that environment.

Rationale: Consider the following – REDUCE: To make something smaller or use less, resulting in a smaller amount of waste. ‘Source
Summary of the issue, reduction’, is reducing waste before you purchase it, or by purchasing products that are not wasteful in their packing or use. A
challenge, investigation, key part of waste ‘reduction’ is ‘conservation’ – using natural resources wisely, and using less than usual in order to avoid waste.
scenario, or problem: REUSE: You can ‘reuse’ materials in their original form instead of throwing them away, or pass those materials on to others who
can use them! ‘One man’s trash is another man’s treasure! RECYCLE: Recycling occurs when save and take reusable materials
to places where they can be remade into either the same product or new products. Making new items from recycled ones also
takes fewer energy and other resources than making products from brand new materials.
This leads us onto the “Design Brief” : Create a product from recycled material/s.

PROCEDURES: WHAT TO DO TASK/PROJECT/PRODUCT

• Introduction To help further understand the environmental issues within the context of Reduce, Reuse and Students to make a list from around the
school and at home to identify material
• General Analysis Recycle students will need to look no further than the home and school environment to identify which could be recycled.
Use ICT to type out a list and individual
waste material. Take your students for a walk around the school compound, can they identify or in groups to discuss findings.

environment problems? Feedback after walking around the school compound.

Here is a list for Teachers which list items you should always recycle: Acid batteries,

Aluminum cans, Building materials, Paint, Paper, Cardboard, Plastic Bags, Plastic bottles, Steel

cans, Wood, Writing/copy paper, Newspapers, Magazines, Glass (particularly bottles and jars)

Tires.

• Research Brainstorming session from those materials identified which leads into ideas – feedback from From group feedback – students to
students which may well lead into constructive ideas for making artifacts: i.e. Simple identify the project they wish to
mechanism for litter pick-up, Scrap wood sculptures, Birdhouse, Wall hanging, Media collage, investigate further – what products are
Paper Mache Bowl, Pop-up celebration cards, Bags etc… on the market are recycled? Identify
these products. Which direction and
what materials do students wish to use
to identify a suitable product?

i

• Identifying SAMPLE PROJECT OVERVIEW
Needs
Discuss with students the strategies they need to follow to start thinking about a product they Students to now think about some
• Design Brief wish to make. Having considered the recycle materials they intend to use they now need to simple ideas – use sketches and
• Specification thing about planning their work – sketch ideas and make suitable notes explain ideas. Modeling modeling and evaluate their ideas
• Exploration of making to get proportions/sizes correct. Discuss within the group students ideas and get through group discussions.
feedback from students. How to improve? Use other materials? Mix materials etc…
Ideas

• Realisation Having spent time on sketches and evaluating ideas they now need to consider the final idea Students now go into the making/
(Making)
and explain why this particular idea. This now leads into the making of the artifact. Careful realization of their product. After
• Evaluation of
work planning in identifying the stages in the making will need to be discussed. completion – students feedback,

Evaluation will be to be discussed at the completion of the products. Question will need to be presentation and consider the marketing

answered: What were the problems you encountered? How did you overcome the problems? If processes and procedures.

you had more time would you change your idea / design? Etc…

Assessments Formative Quizzes/Tests Practice Presentations
Dependent upon Assessments Journal/Learning Log Notes
teachers’ (During Project) Preliminary Plans/Outlines/Prototypes Checklists
preferences. Rough Drafts Concept Maps
Summative Online Tests/Exams Other:
Assessments Written Product(s), with rubric: Other Product(s) or Performance(s), with
(End of Project) rubric:____________________________________________
___________________________________________________ Peer Evaluation
Self-Evaluation
Oral Presentation, with rubric Other:
Multiple Choice/Short Answer Test
Essay Test

ii

SAMPLE PROJECT OVERVIEW

Resources On-site people, facilities: Teachers – specialist rooms should they be required.
Needed
Equipment: Dependent on materials identified. Possible areas of interest to undertake the project may well include
Reflection DT Workshop, Art & Design areas, Food Areas, ICT.
Methods Materials: Any type of recycle material
Community resources: Guest speaker from the community to identify environmental issues as seen throughout Brunei.

(Individual, Group, Journal/Learning Log Focus Group
and/or Whole Class) Fishbowl Discussion
Other:
Whole-Class Discussion
Survey

iii

APPENDIX 4
BUSINESS, ART & TECHNOLOGY
PROGRESS ASSESSMENT REPORT

BUSINESS, ART & TECHNOLOGY PROGRESS ASSESSMENT REPORT

STUDENT’S CLASS
NAME

Project Assessed Project Title

YEAR:
PROJECT:

Standards

Dimensions Criteria for Assessment Distinction Merit Pass Needs
(4) Guidance
• Apply appropriate numeracy skills (3) (2)
(1)

21st Century Skills Knowledge • Apply appropriate literacy skills
Acquisition and
• Apply all necessary safety rules when introduced to
Application materials, tools and processes

Thinking and • Identify the needs of users and customers / Collect and
Entrepreneurial analyze product information

skills • Produce a simple business proposal

• Apply the design procedures when introduced to a design
problem

• Identify opportunities and generate ideas

• Apply basic enterprise skills by producing marketable ideas
or projects

• Manage financial records and resources

• Demonstrate the ability to be inventive (creative) and
innovative

• Utilise a range of techniques to solve given problems
effectively

• Communicate information and ideas with a degree of
clarity and confidence

• Presentation skills-communicate with a range or targeted
audience.

• Express their own ideas/opinions appropriately

• Contribute to decision-making

• Produce marketable products / services

Page 1 of 2

Practical, • Apply the necessary procedural and manipulative skills
Artistic and when working with materials and tools
Design skills
• Select and apply materials, techniques and technologies
ICT skills during project work

• Develop an appreciation of function and aesthetics to
create unique, appealing and expressive products

• Apply awareness of elements of Art and Principles of
Design

• Utilize appropriate ICT hardware.

• Apply basic office application tools and use them in
appropriate situations and tasks

• Apply basic multimedia application tools use them in
appropriate situations and tasks

• Plan and use time effectively

Attitude and Values • Responsible

• Show commitment when working/collaborating with
others

• Self-reflective and self-motivated

• Respect teachers and friends

Overall Achievement

Standards

Dimensions Distinction Merit Pass Needs
(4) Guidance
(3) (2)
(1)

Knowledge Acquisition and Application

Thinking and Entrepreneurial

21st Century Skills Practical, Artistic and Design skills

ICT skills

Attitude and Values

Student’s Overall Achievement in Business, Art and Technology:

Teacher’s Comment

Teacher’s Name Date

Teacher’s
Signature

Page 2 of 2

APPENDIX 5
BUSINESS, ART & TECHNOLOGY
FINAL PROGRESS ASSESSMENT (SPA)

REPORT

FINAL ASSESSMENT FORM

BUSINESS, ART & TECHNOLOGY PROGRESS ASSESSMENT (SPA) REPORT

STUDENT’S CLASS
NAME
Project Title
Selected Project Assessed
Year 7 Project 1
Year 7 Project 2
Year 8 Project 1
Year 8 Project 2

Standards

Dimensions Criteria for Assessment Distinction Merit Pass Needs
(4) Guidance
• Apply appropriate numeracy skills (3) (2)
(1)

21st Century Skills Knowledge • Apply appropriate literacy skills
Acquisition and
• Apply all necessary safety rules when introduced to
Application materials, tools and processes

Thinking and • Identify the needs of users and customers / Collect and
Entrepreneurial analyze product information

skills • Produce a simple business proposal

• Apply the design procedures when introduced to a design
problem

• Identify opportunities and generate ideas

• Apply basic enterprise skills by producing marketable ideas
or projects

• Manage financial records and resources

• Demonstrate the ability to be inventive (creative) and
innovative

• Utilise a range of techniques to solve given problems
effectively

• Communicate information and ideas with a degree of
clarity and confidence

• Presentation skills-communicate with a range or targeted
audience.

• Express their own ideas/opinions appropriately

• Contribute to decision-making

• Produce marketable products / services

Page 1 of 2