Course guides › Grade 7 › Technology
Grade 7 Technology teaches learners to solve problems like engineers. Every term follows the design process (investigate, design, make, evaluate and communicate) and ends with a Mini-PAT, a small practical project such as a rescue tool, a cell phone tower, a crane or an emergency shelter.
Along the way learners study mechanical systems, structures, electrical systems and processing materials, and practise graphical communication: sketches, oblique and perspective drawings.
Below, all 29 topics of our Grade 7 Technology (CAPS) course are summarised term by term, in the order schools teach them: what each topic covers, how to approach it, and the mistake learners make most often. The summaries are based on the course’s term Parent Memos, written in our own words, so nothing here gives away the answers to course questions.
Course status: available. Grade 7 Technology (CAPS) is one course for the whole year (Terms 1 to 4). Price: R100 per subject per year.
On this page
- Term 1: The design process, mechanical systems and drawing
- Term 2: Structures
- Term 3: Magnetism, electricity and mechanisms
- Term 4: Processing materials and emergencies
- How marks are given
- Common mistakes
- Tips for parents
- Frequently asked questions
The course at a glance
- One course for the whole year: 29 topics across Terms 1 to 4 (9, 6, 8, 6 per term).
- Every topic has a lesson, worked examples, a 15-question quiz with hints on wrong answers, and extra practice. Quizzes can be retaken, and there is no pass mark to fail.
- Printables for every term: a Learner Coursebook to write in and a Parent Memo with the answers and explanations.
- Listen mode reads each page aloud.
How marks are given in Grade 7 Technology
- 1-mark questions check terms and facts: the name of a lever class, a type of structure or a circuit symbol.
- 2- and 3-mark questions ask learners to explain how or why something works, or to calculate (for example mechanical advantage or a gear ratio) with working shown.
- Drawings are marked for neatness, correct symbols and labels, and the right view or projection.
- The PAT (practical assessment task) follows the design process: investigate, design, make, evaluate and communicate. Each step has its own marks, so a finished model alone is not enough.
Term 1: The design process, mechanical systems and drawing
Term 1 introduces technology and the design process, levers and linkages, pneumatics and hydraulics with syringes, design briefs and specifications, and drawing skills, ending with a rescue tool Mini-PAT.
Term 1 topics:
- Design process – what technology is and the IDMEC steps
- Levers – first-class levers and mechanical advantage
- Levers – second- and third-class levers
- Linkages – linked levers
- Pneumatics and hydraulics – syringes and force
- Design skills – design brief, specifications and constraints
- Graphical communication – line types and sketching
- Graphical communication – oblique and perspective drawing
- Mini-PAT – the Jaws-of-Life rescue tool
Read the Term 1 topic summaries (9 topics)
1.1 Design process – what technology is and the IDMEC steps
Technology is using knowledge and skills to solve problems and meet needs. The design process has five steps: investigate, design, make, evaluate and communicate (IDMEC).
Watch out for: Jumping straight to making without investigating.
1.2 Levers – first-class levers and mechanical advantage
A lever is a bar that turns on a fulcrum. In a first-class lever, such as a see-saw, the fulcrum is between the effort and the load. Mechanical advantage = load ÷ effort: lifting 300 N with 100 N gives an MA of 3.
Watch out for: Placing the fulcrum in the wrong position in a diagram.
1.3 Levers – second- and third-class levers
In a second-class lever (wheelbarrow) the load is between the fulcrum and the effort; in a third-class lever (tweezers) the effort is in the middle.
Watch out for: Mixing up second- and third-class levers.
1.4 Linkages – linked levers
Linkages join levers so that motion changes direction or size, as in a lazy tong or car-window wiper.
Watch out for: Not showing the fixed and moving pivots.
1.5 Pneumatics and hydraulics – syringes and force
Pneumatic systems use air and hydraulic systems use liquid to transfer force. A small syringe pushing a big one gives a bigger force over a shorter distance.
Watch out for: Thinking air and water compress the same way; water hardly compresses.
1.6 Design skills – design brief, specifications and constraints
A design brief states the problem and what will be made. Specifications list what the solution must do; constraints are limits such as cost, time and materials.
Watch out for: Confusing specifications with constraints.
1.7 Graphical communication – line types and sketching
Line types communicate different things: thick outlines, thin construction lines, dashed hidden lines and centre lines. Freehand sketches show ideas quickly.
Watch out for: Using the same line weight for everything.
1.8 Graphical communication – oblique and perspective drawing
Oblique drawing shows the front face true to shape with depth lines at 45°; single-point perspective makes lines meet at a vanishing point.
Watch out for: Drawing depth lines at different angles.
1.9 Mini-PAT – the Jaws-of-Life rescue tool
The Mini-PAT applies hydraulics and levers to design a model rescue tool like the “jaws of life” that frees people from crashed cars. Learners plan, make and evaluate it.
Watch out for: Not testing the model against the specifications.
Try at home in Term 1:
- Find levers at home, such as scissors, a wheelbarrow and tongs, and decide which class each is.
- Connect two syringes with a tube and feel how pushing one moves the other.
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Term 2: Structures
Term 2 covers types of structures, frame structures and triangulation, strengthening materials, forces of tension and compression, design for society’s needs and a cell phone tower Mini-PAT.
Term 2 topics:
- Structures – types and purposes
- Frame structures – towers and triangulation
- Strengthening materials – tubing and folding
- Forces in structures – tension and compression
- Design – society’s needs and the school desk
- Mini-PAT – the cell phone tower
Read the Term 2 topic summaries (6 topics)
2.1 Structures – types and purposes
Structures are shell (an egg, a car body), frame (a pylon, a skeleton) or solid (a dam wall). Each supports, protects, contains or spans.
Watch out for: Calling a frame structure a shell structure.
2.2 Frame structures – towers and triangulation
Triangles make frames rigid because they can’t change shape without changing a side length. Towers use triangulation and a wide base for stability.
Watch out for: Adding squares to strengthen a frame; they collapse sideways.
2.3 Strengthening materials – tubing and folding
Thin materials become stronger when folded, rolled into tubes or corrugated.
Watch out for: Thinking a thicker material is the only way to add strength.
2.4 Forces in structures – tension and compression
Tension pulls a member apart; compression squashes it. In a frame, ties are in tension and struts are in compression.
Watch out for: Mixing up ties and struts.
2.5 Design – society’s needs and the school desk
Good design meets the needs of the user, such as a school desk that is the right height, strong and affordable. Learners evaluate existing designs.
Watch out for: Ignoring ergonomics (fit for the human body).
2.6 Mini-PAT – the cell phone tower
The Mini-PAT asks learners to design and build a model cell phone tower that is tall, stable and strong, then test and evaluate it.
Watch out for: Building tall without a wide, braced base.
Try at home in Term 2:
- Fold a sheet of paper into a tube and test how many books it can hold compared with a flat sheet.
- Spot triangles in bridges, roofs and pylons on your next drive.
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Term 3: Magnetism, electricity and mechanisms
Term 3 covers magnets and recycling with magnets, simple circuits and circuit diagrams, electromagnets, cranks and pulleys, and a crane with an electromagnet Mini-PAT.
Term 3 topics:
- Magnetism – magnets and magnetic materials
- Recycling – sorting scrap metal with magnets
- Electric circuits – a simple circuit
- Circuit diagrams – symbols
- Electromagnets – how they work
- Mechanisms – cranks and pulleys
- Design – a crane with an electromagnet
- Mini-PAT – building and testing the crane
Read the Term 3 topic summaries (8 topics)
3.1 Magnetism – magnets and magnetic materials
Magnets have north and south poles; like poles repel and unlike poles attract. Iron, nickel and cobalt are magnetic materials.
Watch out for: Thinking all metals are magnetic.
3.2 Recycling – sorting scrap metal with magnets
Scrapyards use magnets to separate ferrous metals (iron and steel) from non-ferrous metals (aluminium, copper) for recycling.
Watch out for: Saying aluminium cans can be sorted with a magnet.
3.3 Electric circuits – a simple circuit
A simple circuit has a cell, conductors, a switch and a load such as a bulb, in a closed loop.
Watch out for: Leaving a gap in the circuit.
3.4 Circuit diagrams – symbols
Circuit diagrams use standard symbols for cells, switches, bulbs and wires.
Watch out for: Drawing pictures instead of symbols.
3.5 Electromagnets – how they work
An electromagnet is a coil of wire around an iron core that becomes magnetic when current flows. More turns or more current make it stronger.
Watch out for: Thinking it stays magnetic after the current stops.
3.6 Mechanisms – cranks and pulleys
A crank turns rotary motion into reciprocating motion; pulleys change the direction of a force and can reduce the effort needed.
Watch out for: Mixing up a crank with a cam.
3.7 Design – a crane with an electromagnet
Learners design a model crane that uses an electromagnet to lift metal objects, combining structures, mechanisms and circuits.
Watch out for: Forgetting a switch to release the load.
3.8 Mini-PAT – building and testing the crane
The Mini-PAT builds and tests the crane, evaluating it against the specifications and suggesting improvements.
Watch out for: Evaluating without referring to the specifications.
Try at home in Term 3:
- Wrap insulated wire around a steel nail, connect it to a battery briefly and pick up paper clips (adult supervision).
- Look at a curtain rail, flagpole or well for examples of pulleys.
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Term 4: Processing materials and emergencies
Term 4 explores what people need in a disaster, preserving food, textiles for protective clothing, waterproofing and fire resistance, indigenous building methods, and an emergency shelter Mini-PAT.
Term 4 topics:
- Emergencies – people’s needs in a disaster
- Processing food – preserving and emergency meals
- Processing materials – textiles for protective clothing
- Processing materials – waterproofing and fire resistance
- Indigenous building – materials and techniques
- Mini-PAT – the emergency shelter
Read the Term 4 topic summaries (6 topics)
4.1 Emergencies – people’s needs in a disaster
In disasters such as floods and fires, people need shelter, water, food, warmth and medical care. Learners analyse needs before designing.
Watch out for: Designing without considering the users’ needs.
4.2 Processing food – preserving and emergency meals
Food is preserved by drying, salting, canning, freezing and pickling. Emergency meals must be light, long-lasting and nutritious.
Watch out for: Forgetting that preserved food can still spoil if stored badly.
4.3 Processing materials – textiles for protective clothing
Textiles are chosen for protective clothing based on properties such as strength, warmth and resistance to heat or chemicals.
Watch out for: Choosing a material for looks rather than properties.
4.4 Processing materials – waterproofing and fire resistance
Materials can be treated to become waterproof (waxing, coating) or fire-resistant (special chemicals).
Watch out for: Thinking all waterproof materials are also fire-resistant.
4.5 Indigenous building – materials and techniques
Indigenous building uses local materials such as mud, thatch, reeds and stone, with techniques that keep homes cool, warm and dry.
Watch out for: Dismissing indigenous methods as outdated.
4.6 Mini-PAT – the emergency shelter
The Mini-PAT asks learners to design and build a model emergency shelter that is quick to assemble, waterproof and stable.
Watch out for: Building a model that can’t be assembled quickly.
Try at home in Term 4:
- Look at food labels to find preserved foods: canned, dried, salted or pickled.
- Test a few fabrics with drops of water to see which repel water.
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Common mistakes in Grade 7 Technology (and how to fix them)
- Mixing up the lever classes. Look at what is in the middle: pivot (1st), load (2nd) or effort (3rd).
- Skipping the design brief and jumping straight to making.
- Untidy, unlabelled drawings.
- Confusing tension and compression. Tension pulls, compression squashes.
Tips for parents
- Agree a routine, then step back. Senior Phase learners like to work on their own; check in on the week’s work rather than every page.
- Collect recyclables (boxes, straws, syringes, sticks) for the Mini-PATs.
- Point out technology around you: taps, scissors, bridges and pylons.
- Help with safety when cutting and gluing.
Frequently asked questions
How much does the Grade 7 Technology course cost?
R100 per subject for the year. It is one course for the whole year, with Terms 1 to 4 inside it, so there is nothing extra to pay per term.
How does access work?
Tap Open course on this page or on the Grade 7 course card. It takes you to the course page on Coursebox, our learning platform, in a new tab, where you’ll see the price and how to join (R100 per subject per year, as listed on our site). A parent or guardian signs up there with their own name and email address, and the learner then signs in with that account. Please use a nickname for your child, not their full name or school.
Does it follow CAPS and what my child does at school?
Yes. The topics on this page follow the CAPS curriculum for Grade 7 Technology and the DBE’s Annual Teaching Plan order, so Term 1 topics are taught in Term 1, and so on. Schools can move a topic by a week or two, so check your child’s term plan.
Are the answers to the course quizzes on this page?
No. This page explains each topic in our own words so you can help at home. The worked answers to every course question are in the Parent Memo for each term, which comes with the course.
Does my child need special tools for the Mini-PATs?
No. The projects use cardboard, paper, straws, syringes, string, glue, tape and simple electrical parts such as cells, wire and small bulbs. Supervise cutting and anything electrical.
Ready to start?
The whole year of Grade 7 Technology is in one course for R100, with printable coursebooks and memos for every term.
All Grade 7 guides · All course guides
Sources and review
This summary is based on our own Grade 7 Technology (CAPS) course and its four term Parent Memos, the DBE’s CAPS document for Technology Grades 7–9 (Senior Phase), and the DBE’s Annual Teaching Plan for Grade 7. Past national and provincial papers were used only to see which topics are tested and how. All explanations and examples on this page are our own. Last reviewed: 1 November 2026. AI Buddies is an independent project and is not endorsed by the Department of Basic Education.