In this article the results of a critical reflection on the analysis of 564 technology education lesson plans are discussed. The critical reflection draws on the responses of approximately 120 South African technology education teachers in a teaching practice workbook where they had to choose a project and base five lessons on the project. The analysis of the above mentioned lesson plans is done in such a way that the linking of learning activities and assessment activities to learning outcomes and assessment standards is highlighted. In general it can be concluded that, although the learning outcomes and assessment standards are readily available and specified clearly in the policy documents of the national department of education, the particular teachers find it difficult to translate theory into practice when converting what is specified in the policy documents to learning activities and assessment activities in their lesson plans. This implies that the instructional strategy for the particular technology education programme should be adapted to include a comprehensive section on how to integrate aspects mentioned in the policy documents of the national department of education into actual lesson plans. Although the outcomes of the critical reflection on the results of the analysis mentioned above are directed at improving and adapting an instructional strategy in a particular in-service technology education programme in South Africa some knowledge transfer to similar situations should be possible.