Workshop Practice Level 2 AG

NATIONAL CERTIFICATES (VOCATIONAL)
ASSESSMENT GUIDELINES
WORKSHOP PRACTICE
NQF LEVEL 2
IMPLEMENTATION: JANUARY 2013

Workshop Practice Level 2 Final Assessment Guidelines (January 2013) National Certificates (Vocational)
WORKSHOP PRACTICE– LEVEL 2
CONTENTS
SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 Assessment in the National Certificates (Vocational)

2 Assessment framework for vocational qualifications
2.1 Internal continuous assessment (ICASS)
2.2 External summative assessment (ESASS)
3 Moderation of assessment
3.1 Internal moderation
3.2 External moderation
4 Period of validity of internal continuous assessment (ICASS)
5 Assessor requirements
6 Types of assessment
6.1 Baseline assessment
6.2 Diagnostic assessment
6.3 Formative assessment
6.4 Summative assessment
7 Planning assessment
7.1 Collecting evidence
7.2 Recording
7.3 Reporting
8 Methods of assessment
9 Instruments and tools for collecting evidence
10 Tools for assessing student performance
11 Selecting and/or designing recording and reporting systems
12 Competence descriptions
13 Strategies for collecting evidence
13.1 Record sheets
13.2 Checklists
SECTION C: ASSESSMENT IN SOLDERING
1 Assessment schedule and requirements

2 Recording and reporting
3 Internal assessment of Outcomes in Workshop Practice– Level 2
4 Specifications for the external assessment in Workshop Practice- Level 2
4.1 Integrated summative assessment task (ISAT)
4.2 National examination
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Department of Higher Education and Training
SECTION A: PURPOSE OF THE ASSESSMENT GUIDELINES
This document provides the lecturer with guidelines to develop and implement a coherent,
integrated assessment system for the subject Workshop Practice Level 2 in the National
Certificates (Vocational). It must be read with the National Policy Regarding Further
Education and Training Programmes: Approval of the Documents, Policy for the National
Certificates (Vocational) Qualifications at Levels 2 to 4 on the National Qualifications
Framework (NQF). This assessment guideline will be used for National Qualifications
Framework Levels 2-4.
This document explains the requirements for the internal and external subject assessment.
The lecturer must use this document with the Subject Guidelines to prepare for and deliver
Workshop Practice Level 2. Lecturers should use a variety of resources and apply a range of
assessment skills in the setting, marking and recording of assessment tasks.
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
Assessment in the National Certificates (Vocational) is underpinned by the objectives of the

National Qualifications Framework (NQF). These objectives are to:
• Create an integrated national framework for learning achievements.
• Facilitate access to and progression within education, training and career paths.
• Enhance the quality of education and training.
• Redress unfair discrimination and past imbalances and thereby accelerate employment
opportunities.
• Contribute to the holistic development of the student by addressing:
 social adjustment and responsibility;
 moral accountability and ethical work orientation;
 economic participation; and
 nation-building.
The principles that drive these objectives are:

• Integration
To adopt a unified approach to education and training that will strengthen the human
resources and develop the capacity of the nation.
• Relevance
To be dynamic and responsive to national development needs.
• Credibility
To demonstrate recognition of competencies and skills acquired, national and international
added value and recognition of the acquired qualification
Coherence
To work within a consistent framework of principles and certification.
• Flexibility
To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for
different learning styles and use a range of assessment methods, instruments and
techniques.
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• Participation
To enable stakeholders to participate in the setting of standards and the co-ordination of the
achievements required for the qualification.
• Access
To address barriers to learning experienced on different levels and to facilitate the students’
progress.
• Progression
To ensure the qualification framework permits individuals to move through the levels of the
national qualification via different, appropriate combinations of the components of the
delivery system.
• Portability
To enable students to transfer credits obtained within a qualification from one learning
institution and/or employer to another institution or employer.
• Articulation
To allow for vertical and horizontal mobility in the educational system on condition that
accredited pre-requisites have been successfully completed.
• Recognition of Prior Learning
To grant credits for a unit of learning following an assessment process or where a student
possesses the capabilities as specified in the outcomes.
• Validity of assessments
To ensure assessment covers a broad range of knowledge, skills, values and attitudes
(SKVAs) needed to demonstrate applied competency. This is achieved through:
 clearly stating the outcome to be assessed;
 selecting the appropriate or suitable evidence;
 matching the evidence with a compatible or appropriate method of assessment; and
 selecting and constructing an instrument(s) of assessment.
Topics should be assessed individually and then cumulatively with other topics. There
should be a final summative internal assessment prior to the external assessment.
• Reliability
To assure assessment practices are consistent so that the same result or judgment is
arrived at if the assessment is replicated in the same context. This demands consistency in
the interpretation of evidence; therefore, careful monitoring of assessment is vital.
 Cumulative and summative assessments must be weighted more than single topic
tests for the internal mark.
 There should be at least one standardised or norm test in each term
 All standardised or norm tests must be moderated by a subject specialist.
• Fairness and transparency
To verify that assessment processes and/or method(s) used neither hinders nor unfairly
advantage any student. The following could constitute unfairness in assessment:
 Inequality of opportunities, resources or teaching and learning approaches
 Bias based on ethnicity, race, gender, age, disability or social class
 Lack of clarity regarding Learning Outcome being assessed
 Comparison of students’ work with other students, based on learning styles and
language
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Assessment in Mathematics must take into consideration that the process or method carries
more weight than the final answer.
• Practicability and cost-effectiveness
To integrate assessment tasks and/practices within an outcomes-based education and
training system to strive for cost and time-effective assessment.
2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

The assessment structure for the National Certificates (Vocational) qualification is as
follows:
2.1 Internal continuous assessment (ICASS)

Knowledge, skills values, and attitudes (SKVAs) are assessed throughout the year
using assessment instruments such as projects, tests, assignments, investigations,
role-plays and case studies. The ICASS practical component is undertaken in a real
workplace, a workshop or a “Structured Environment”. This component is moderated
internally and quality assured externally by Umalusi. All internal continuous
assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be
readily available for monitoring, moderation and verification purposes.
2.2 External summative assessment (ESASS)

The ESASS is either a single or a set of written papers set to the requirements of the
Subject Learning Outcomes. The Department of Higher Education and Training
administers the theoretical component according to relevant assessment policies.
A compulsory component of ESASS is the integrated summative assessment task
(ISAT). This assessment task draws on the students’ cumulative learning throughout
the year. The task requires integrated application of competence and is executed
under strict assessment conditions. The task should take place in a simulated or
“Structured Environment”. The ISAT is the most significant test of students’ ability to
apply their acquired knowledge.
The integrated assessment approach allows students to be assessed in more than one
subject with the same ISAT.
External summative assessments will be conducted annually between October and
December, with provision made for supplementary sittings.
3 MODERATION OF ASSESSMENT
3.1 Internal moderation

Assessment must be moderated according to the internal moderation policy of the
Further Education and Training (FET) College. Internal college moderation is a
continuous process. The moderator’s involvement starts with the planning of
assessment methods and instruments and follows with continuous collaboration with
and support to the assessors. Internal moderation creates common understanding of
Assessment Standards and maintains these across vocational programmes.
3.2 External moderation
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External moderation is conducted by the Department of Higher Education and

Training, Umalusi and, where relevant, an Education and Training Quality Assurance
(ETQA) body according to South African Qualifications Authority (SAQA) and Umalusi
standards and requirements.
The external moderator:
• monitors and evaluates the standard of all summative assessments;
• maintains standards by exercising appropriate influence and control over
assessors;
• ensures proper procedures are followed;
• ensures summative integrated assessments are correctly administered;
• observes a minimum sample of ten (10) to twenty-five (25) percent of summative
assessments;
• gives written feedback to the relevant quality assuror; and
• moderates in case of a dispute between an assessor and a student.
Policy on inclusive education requires that assessment procedures for students who
experience barriers to learning be customised and supported to enable these students
to achieve their maximum potential.
4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

The period of validity of the internal continuous assessment mark is determined by the
National Policy on the Conduct, Administration and Management of the Assessment of
the National Certificates (Vocational).
The ICASS must be re-submitted with each examination enrolment for which it
constitutes a component.
5 ASSESSOR REQUIREMENTS
Assessors must be subject specialists and a competent assessor.
6 TYPES OF ASSESSMENT
Assessment benefits the student and the lecturer. It informs students about their
progress and helps lecturers make informed decisions at different stages of the
learning process. Depending on the intended purpose, different types of assessment
can be used.
6.1 Baseline assessment

At the beginning of a level or learning experience, baseline assessment establishes
the knowledge, skills, values and attitudes (SKVAs) that students bring to the
classroom. This knowledge assists lecturers to plan learning programmes and learning
activities.
6.2 Diagnostic assessment

This assessment diagnoses the nature and causes of learning barriers experienced by
specific students. It is followed by guidance, appropriate support and intervention
strategies. This type of assessment is useful to make referrals for students requiring
specialist help.
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6.3 Formative assessment

This assessment monitors and supports teaching and learning. It determines student
strengths and weaknesses and provides feedback on progress. It determines if a
student is ready for summative assessment.
6.4 Summative assessment

This type of assessment gives an overall picture of student progress at a given time. It
determines whether the student is sufficiently competent to progress to the next level.
7 PLANNING ASSESSMENT
An assessment plan should cover three main processes:
7.1 Collecting evidence

The assessment plan indicates which Subject Outcomes and Assessment Standards
will be assessed, what assessment method or activity will be used and when this
assessment will be conducted.
7.2 Recording
Recording refers to the assessment instruments or tools with which the assessment
will be captured or recorded. Therefore, appropriate assessment instruments must be
developed or adapted.
7.3 Reporting
All the evidence is put together in a report to deliver a decision for the subject.
8 METHODS OF ASSESSMENT
Methods of assessment refer to who carries out the assessment and includes lecturer
assessment, self-assessment, peer assessment and group assessment.
The lecturer assesses students’ performance against given

LECTURER
criteria in different contexts, such as individual work, group
ASSESSMENT
work, etc.
Students assess their own performance against given criteria in
SELF-ASSESSMENT
different contexts, such as individual work, group work, etc.
Students assess another student or group of students’
PEER ASSESSMENT performance against given criteria in different contexts, such
as individual work, group work, etc.
Students assess the individual performance of other students
GROUP ASSESSMENT within a group or the overall performance of a group of
students against given criteria.
9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for assessment purposes is kept or recorded in the student’s
Portfolio of Evidence (PoE).
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The following table summarises a variety of methods and instruments for collecting
evidence. A method and instrument is chosen to give students ample opportunity to
demonstrate the Subject Outcome has been attained. This will only be possible if the
chosen methods and instruments are appropriate for the target group and the Specific
Outcome being assessed.
METHODS FOR COLLECTING EVIDENCE
Observation-based Task-based Test-based
(Less structured) (Structured) (More structured)
• Observation, • Assignments or • Examinations,
• Class questions, tasks, • Class tests,
• Lecturer, student, • Projects, • Practical,
parent discussions. • Investigations or examinations,
Assessment research, • Oral tests,
instruments • Case studies, • Open-book tests.
• Practical exercises,
• Demonstrations,
• Role-play,
• Interviews.
• Observation sheets, • Checklists, • Marks (e.g. %),
Assessment tools • Lecturer’s notes, • Rating scales, • Rating scales (1-7).
• Comments. • Rubrics.
• Focus on individual Open middle: Students answer the
students, Students produce the same questions in the
• Subjective evidence same evidence but in same way, within the
based on lecturer different ways. same time.
Evidence
observations and Open end: Students
impressions. use same process to
achieve different
results.
10 TOOLS FOR ASSESSING STUDENT PERFORMANCE
Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such
as 5/10 or 50%) is defined in detail. The detail is as important as the coded score.
Traditional marking, assessment and evaluation mostly used rating scales without
details such as what was right or wrong, weak or strong, etc.
Task lists and checklists show the student what needs to be done. They consist of
short statements describing the expected performance in a particular task. The
statements on the checklist can be ticked off when the student has adequately
achieved the criterion. Checklists and task lists are useful in peer or group assessment
activities.
Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the
minimum level of acceptable performance or achievement for each criterion. It is a
different way of assessment and cannot be compared to tests. Each criterion
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described in the rubric must be assessed separately. Mainly, two types of rubrics,
namely holistic and analytical, are used.
11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

The selection or design of recording and reporting systems depends on the purpose of
recording and reporting student achievement. Why particular information is recorded
and how it is recorded determine which instrument will be used.
Computer-based systems, for example spreadsheets, are cost and time effective. The
recording system should be user-friendly and information should be easily accessed
and retrieved.
12 COMPETENCE DESCRIPTIONS
All assessment should award marks to evaluate specific assessment tasks. However,
marks should be awarded against rubrics and not simply be a total of ticks for right
answers. Rubrics should explain the competence level descriptors for the skills,
knowledge, values and attitudes (SKVAs) a student must demonstrate to achieve each
level of the rating scale.
When lecturers or assessors prepare an assessment task or question, they must
ensure that the task or question addresses an aspect of a Subject Outcome. The
relevant Assessment Standard must be used to create the rubric to assess the task or
question. The descriptions must clearly indicate the minimum level of attainment for
each category on the rating scale.
13 STRATEGIES FOR COLLECTING EVIDENCE

A number of different assessment instruments may be used to collect and record
evidence. Examples of instruments that can be (adapted and) used in the classroom
include:
13.1 Record sheets

The lecturer observes students working in a group. These observations are recorded
in a summary table at the end of each project. The lecturer can design a record sheet
to observe students’ interactive and problem-solving skills, attitudes towards group
work and involvement in a group activity.
13.2 Checklists
Checklists should have clear categories to ensure that the objectives are effectively
met. The categories should describe how the activities are evaluated and against what
criteria they are evaluated. Space for comments is essential.
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ASSESSMENT IN WORKSHOP PRACTICE

LEVEL 2
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SECTION C: ASSESSMENT IN WORKSHOP PRACTICE LEVEL 2
1 ASSESSMENT SCHEDULE AND REQUIREMENTS
Internal and external assessments are conducted and the results of both are contributing to
the final mark of a student in the subject
The internal continuous assessment (ICASS) mark accounts for 50 percent and the external
examination mark for 50 percent of the final mark. A student needs a minimum final mark of
50 percent to enable a pass in the subject.
1.1 Internal assessment
Lecturers must compile a detailed assessment plan and assessment schedule of internal
assessments to be undertaken during the year in the subject. (e.g. date, assessment task/or
activity, rating code/marks allocated, assessor, moderator.)
All internal assessments are then conducted according to the plan and schedule using
appropriate assessment instruments and tools for each assessment task (e.g. tests,
assignments, practical tasks/projects and memorandum, rubric, checklist)
The marks allocated to both the minimum number of practical and written assessment tasks
conducted during the internal continuous assessment (ICASS) are kept and recorded in the
Portfolio of Evidence (PoE) which is subjected to internal and external moderation.
A year mark out of 100 is calculated from the ICASS marks contained in the PoE and
submitted to the Department on the due date towards the end of the year.
The following internal assessment units GUIDE the internal assessment of Workshop
Practice Level 2
%
Time and Scope of contribution
proposed mark assessment to the year
Type of
Time- allocation *(can mark
TASKS assessment
frame be increased Do not confuse the weightings
activity
but not of topics in the Subject
reduced) Guidelines with the %
contribution to the year mark
Topics
1 Hour (50
1 Term 1 Test completed in 10
marks)
term 1
Practical Determined by One or more of
Assessment/ the scope and the topics
2 Term 1 25
Assignment nature of the completed as an
task assignment
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Practical Determined by One or more of

Assessment/ the scope and the topics
3 Term 2 25
Assignment nature of the completed as an
task assignment
1 Hour (50 Topics
4 Term 2 Test* marks) completed in 10
term 1 and 2
Topics
As per external completed to
Internal examinations date 30
5 Term 3
Examination* (P1 & P2 where (P1 =15
applicable) & P2=15, where
applicable)
100
TOTAL
Specifications for internal assessment may change over time. A separate internal
assessment guideline document ‘Guidelines for the Implementation of Internal
Continuous Assessment (ICASS) in the NC(V) qualifications at FET Colleges’ is
developed, updated and distributed by the Department.. The conduct and administration of
internal assessments must always comply with specifications contained in the most current
version of the guideline document.
2 RECORDING AND REPORTING

Workshop Practice is assessed according to five levels of competence. The level
descriptions are explained in the following table.
Scale of Achievement for the Vocational component

RATING CODE RATING MARKS %
5 Outstanding 80-100
4 Highly Competent 70-79
3 Competent 50-69
2 Not yet competent 40-49
1 Not achieved 0-39
The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of

Assessment (PoA) for each subject. The minimum requirements for the Lecturer’s Portfolio
of Assessment should be as follows:
• Lecturer information
• A contents page
• Subject and Assessment Guidelines
• A subject Year plan /Work scheme/Pace Setter
• A subject assessment plan
• Instrument(s) (tests, assignments, practical) and tools (memorandum, rubric,
checklist) for each assessment task
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•
A completed pre-moderation checklist for each of the ICASS tasks and their
accompanying assessment tools
• A completed post-moderation checklist once the task has been administered
and assessed
• Subject record sheets per level/class reflecting the marks achieved by
students in the ICASS tasks completed
• Evidence of review – diagnostic and statistical analysis, including notes on
improvement of the task for future use
The college could standardise these documents.
The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as
follows:
• Student information/identification
• Declaration of authenticity form – duly completed (signed and dated)
• A contents page/list of content (for accessibility)
• A subject assessment schedule
• The evidence of marked assessment tasks and feedback according to the
assessment schedule
• A record/summary/ of results showing all the marks achieved per assessment
for the subject
• Evidence of moderation (only where applicable for student’s whose tasks
were moderated)
• Where tasks cannot be contained as evidence in the Portfolio of Evidence
(PoE), its exact location must be recorded and it must be readily available for
moderation purposes.
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3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN WORKSHOP PRACTICE–

LEVEL 2
Topic 1: Safety and Regulations
SUBJECT OUTCOME
1.1 Explain safety practices
ASSESSMENT STANDARDS LEARNING OUTCOMES
• Safety is explained in terms of its • Explain why safety is of paramount
importance in the workplace importance in the workplace
• Causes of accidents/ incidents are listed. • List causes of accidents/ incidents
• Unsafe acts and unsafe conditions are • Distinguish between unsafe acts and unsafe
explained. conditions
• The benefits of good housekeeping are • Describe the benefits of good housekeeping
described. • Demonstrate safe practice with regard to
• The safe practice with regard to stacking of stacking of goods and materials
goods and materials is demonstrated. • Identify workplace hazards.
• Workplace hazards are identified. • Identify types of personal protective
• Types of personal protective equipment are equipment available and explain what they
identified and its use is explained. are used for.
• Safety precaution when working in elevated • Observe safety precaution when working in
position is observed. an elevated position
• Types of injuries associated with electricity • List and describe types of injuries associated
are listed and described. with electricity.
ASSESSMENT TASKS OR ACTIVITIES

• Written test to determine if student understands the importance of safety.
• Student is taken to a workshop or worksite and shown hazardous conditions.
• Practically demonstrate the wearing of a safety harness, hard-hat, safety shoes, etc. when working
in elevated positions.
• Know the danger of electrocution.
SUBJECT OUTCOME
1.2 Explain health and safety regulations, policies and procedure.
Range: Includes knowing about the Occupational Health & Safety Act of 1993, NOSA, NOSA
grading in factories and workshops and the SHE (Safety Health and Environment) program at the
worksite.
• Five safety regulations applicable to • List five safety regulations applicable to
factories and workshops are listed. factories and workshops.
• The purpose of making the working • Explain the purpose of making the working
environment safe and healthy as regulated environment safe and healthy as regulated
by the Acts is explained. by the Acts
• The role of the employer and employee in • Describe the role of the employer and
terms of rights, roles, liabilities and employee in terms of rights, roles, liabilities
responsibilities regarding safety is and responsibilities regarding safety
explained. Range: Occupational Health & Safety Act of
Range: Occupational Health & Safety Act of 1993
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1993 • Describe the effects of the work environment

• The effects of the work environment on the on the health and safety of people.
health and safety of people are described. Range: Environmental regulations for
Range: Environmental regulations for workplaces (ER) –Thermal requirements,
workplaces (ER) –Thermal requirements, lighting, windows, ventilation, housekeeping
lighting, windows, ventilation, housekeeping and noise.
and noise. • Describe the role and responsibilities of a
• The role and responsibilities of a safety, safety, health and environmental protection
health and environmental protection representative.
representative is described. • List components in a typical safety, health
• Components in a typical safety, health and and environmental programme
environmental programme are listed. • Explain the duties of health and safety
• The duties of health and safety committees committees.
are explained. • Explain NOSA grading for factories and
• NOSA grading for factories and workshops workshops.
is explained.
• Student must gather the information from the Internet (www.info.gov.za/gazette/acts).
• Ask a guest speaker to explain legal implications.
• Write a NOSA Safety Test
• Student must gather information about achieving five star NOSA rating (www.nosa.co.za).
• Use a case study of the SHE programme at the Learning Institute and note any gaps in the
programme.
Topic 2: First Aid
SUBJECT OUTCOME
2.1 Identify the symptoms and apply basic first aid treatment to an accident victim.
Range: Includes victims with electric shock, shock, burns, bleeding, fractures, applying artificial
respiration and cardiac resuscitation.
• Symptoms of a casualty requiring first aid • Describe the concept first aid and its
are identified and effectively treated objectives.
according to required first aid procedures • Describe the required content of a first aid kit
as prescribed by the Occupational Health and
using case studies and simulated situations.
Safety Act.
• Analyse a typical situation where first aid is
required and describe the steps to follow.
Range: Case studies on accidents and
incidents.
• Perform basic first aid procedures in a
simulated accident/incident.

• Written test to determine if student can identify the type of accident from the symptoms and
explain the correct treatment for the specific case.
• Practically demonstrate the correct way to treat a victim of electric shock, shock, burns,
bleeding, fractures, to apply artificial respiration and to apply cardiac resuscitation
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SUBJECT OUTCOME
2.2 Report a health and safety incident.
• Basic procedures to report an incident are • Describe the basic procedures to report an
described and executed. incident
• An incident/basic first aid report is compiled • Report an incident according to prescribed
and /completed. procedures.
• Write out an incident report. (Only basic first
aid reports to be completed).

• Written test to determine if student can report an incident and correctly fill in a basic first aid
report.
Topic 3: Engineering Hand Tools
SUBJECT OUTCOME
3.1 Select engineering hand tools
Range: Hacksaws, files, G-clamps, screwdrivers, spanners, pliers, wire stripper, crimping tools,
electrically insulated tools, hammers, chisels, punches, reamers, hand taps, cable knife, scribers,
draw tapes, bending springs & ladders
• Different hands tools and their parts are • Identify and name different hand tools and
identified and named. their parts.
• The function of different hand tools is • Describe the function of different hand tools.
described. • Select the correct hand tool for a specific
• The best hand tool for a specific task is task.
selected.
• Written test and assignments on selection of hand tools
• Group discussion on used of hand tools
• Assignment on selection of tools for a specific task
SUBJECT OUTCOME
3.2 Use engineering hand tools

• The safe use of engineering hand tools and • Explain the importance of using hand tools
the consequences of incorrect use are safely and indicate the consequences of
explained. incorrect use of tools.
• Unsafe or faulty hand tools and the nature • Identify unsafe or faulty tools and state the
of the faults are identified. nature of the fault
• Engineering hand tools are safely used. • Use engineering hand tools safely.
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• Practical tasks to illustrate safe use of hand tools
• Written test on the learning outcomes
• Task on identifying faulty tools and steps to rectify them
SUBJECT OUTCOME
3.3 Care for and store engineering hand tools
• Factors to consider when caring for and • List factors to consider when caring for and
maintaining hand tools are listed. maintaining hand tools
• Faulty hand tools are identified and • Identify faulty hand tools and take corrective
corrective action is taken. action
• Consequences of improper care and • Explain the consequences of improper care
storage of engineering hand tools are and storage of engineering hand tools
explained.

• Practical assignment on proper and improper care and storage of hand tools
Topic 4: Engineering Power Tools
SUBJECT OUTCOME
4.1 Select engineering power tools
Range: Electric drilling machine, Drill presses, Bench grinder, Angle grinder, Orbital sander and
Jigsaw.

• Different power tools are listed and the parts • Identify and name different power tools and
are correctly identified. their parts.
• The function of each power tool is • Describe the function of different power tools.
described. • Select the correct power tool for a specific
• The correct power tool is selected to task.
perform a specific task.

SUBJECT OUTCOME
4.2 Use engineering power tools
• Safety measures to take when using • List safety measures to take when using
different power tools are listed. different power tools.
• The importance of following manufacturer’s • Explain the importance of following
recommendation when using various power manufacturer’s recommendation when using
tools is explained. various power tools.
• Power tools are used correctly, safely and • Safely use engineering power tools and
accurately. attachments for a particular application.
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• A bench grinder is used to sharpen basic • Use a bench grinder to sharpen basic hand
hand tools. tools.
Range: Screwdrivers, chisels, punches, drill Range: Screwdrivers, chisels, punches, drill
bit. bit.
• A grinding wheel is dressed. • Dress a grinding wheel.

• Practical assignment using power tools and attachments
• Demonstration of how basic hand tools are sharpened
• Demonstration of how to dress a grinding wheel
SUBJECT OUTCOME
4.3 Care for and store engineering power tools

• Elements to consider when maintaining and • List factors to consider when caring for and
caring power tools are listed maintaining power tools.
• Power tool checks and inspections are • Check power cables and plugs of power
completed and corrective action is taken tools.
where needed. • Identify faulty power tools and take corrective
• Power tools are lubricated as per action.
manufacturer’s recommendation • Lubricate power tools according to
• Power tools are stored and the manufacturer’s recommendation.
consequences of improper care and storage • Store power tools and explain the
are explained. consequences of improper care and storage
of engineering power tools.

• Practical test on power tools checks and inspections
• Demonstrate how power tools are correctly stored.
Topic 5: Engineering Measuring Equipment
SUBJECT OUTCOME
5.1 Select engineering measuring equipment
Range: steel rulers, measuring tapes, engineer’s squares, spirit level and Vernier calliper.

• Engineering measuring equipment and their • Identify and name different engineering
parts are correctly named. measuring equipment and their parts
• The function of different engineering correctly.
measuring equipment is explained. • Describe the function of different measuring
• The correct measuring equipment to equipment.
perform a specific task is identified and • Select the correct measuring equipment for a
selected. specific task.
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• Group discussion and reporting on functions of measuring equipment
SUBJECT OUTCOME
5.2 Use engineering measuring equipment

• Safety precautions to be taken when using • Record safety precautions to be taken when
engineering measuring equipment is using engineering measuring equipment
recorded. • List factors that affect the accuracy of
• Factors affecting the accuracy of measuring measuring equipment
equipment are listed. • Describe errors in measurement and explain
• Common errors in measurement and the how to reduce these errors.
reduction of errors are described. • Use engineering measuring equipment
• Engineering measuring equipment is correctly and safely.
correctly and safely used.

• Students demonstrate how the measuring instruments are used correctly and effectively.
• Measurements are performed using different instrument to compare accuracy.
SUBJECT OUTCOME
5.3 Care for and store engineering measuring equipment

• Factors to consider when caring for and • List factors to consider when caring for and
maintaining measuring equipment are listed maintaining measuring equipment.
• Faulty measuring equipment is identified • Identify faulty measuring equipment and take
and corrective action is taken. corrective action.
• The consequences of improper care and • Explain the consequences of improper care
storage of engineering measuring and storage of engineering measuring
equipment is explained equipment.
• The engineering measuring equipment is • Correctly store engineering measuring
correctly stored. equipment.

• Students identify faulty measuring equipment and take corrective actions
• Students demonstrate how the measuring instruments are used correctly care for and stored.
19
Topic 6: Worksite Procedures and Lifting Techniques
SUBJECT OUTCOME
6.1 Explain and perform basic worksite procedures.
Range: Includes basic knowledge of safety signs, colour-coding of walkways, work-areas, no-go
areas, and fire-fighting equipment and Permit to work system.
Range: Includes drawing up a written plan and organize a schedule for the effective and efficient
completion of a task.
• Worksite procedures, safety signs and fire- • List typical worksite procedures.
fighting equipment are explained and • Identify safety signs.
complied with in accordance with workplace Range: fire-fighting equipment, restricted and
policies and procedures. hazardous areas, conditions requiring the
• An electrical job is planned and prepared compulsory wearing of safety equipment, no
for. smoking areas, high voltage, slippery
surfaces etc.
• Identify colour coding as applied at sites of
work, in factories and in workshops.
• List fire-fighting equipment and describe their
application (classes of fires limited to A, B, C
and D).
• Plan and prepare an electrical job.
Range: completion of tool requisitions, permit
to work requisition, safe working area.

• Written test to determine if student has a basic knowledge of good worksite procedures, safety
signs and colour-coding
• Distinguish between electrical and chemical fires and correctly select the extinguishing
equipment.
• The student is given a task in the workshop and simulates ordering of equipment, permit to work
system, isolation of circuitry, notices and lock-out switches, steps to be taken during the work,
etc.
SUBJECT OUTCOME
6.2 Understand the use of basic lifting techniques.
• Overhead crane hand signals are • Recognise and use appropriate overhead
recognised and correctly used. crane hand signals.
• The use of different lifting equipment is • Describe the use of different lifting equipment.
described. Range: chain block (2 ton max), shackles (2
Range: chain block (2 ton max), shackles ton max), chain slings (2,5 ton max) and wire
(2 ton max), chain slings (2,5 ton max) rope slings (20 mm diameter).
and wire rope slings (20 mm diameter).

• Written test to determine if student has a basic knowledge of lifting techniques
• Practical demonstration to determine if student has a basic knowledge of lifting techniques
20
Topic 7: Soldering
SUBJECT OUTCOME
7.1 Apply soldering techniques.
Range: ’Soldering techniques’ include soldering electronic circuitry and joining electric cables
‘Joints’ include but is not limited to end-on-end joints, T-joints and cable-onto-terminal joints
• Soldering equipment that best suits the • Select soldering equipment that best suits the
application is selected. job/task to complete.
• Components, tools and resources are • Prepare for work activity by listing the
listed and the materials and work area are components, tools and resources needed.
prepared. • Prepare the work area and materials for a
• Soldering is completed in accordance to practical demonstration.
standard practice. • Solder in accordance to standard practice.
• Joints are inspected and the work area is • Inspect joints for visible defects and clean the
cleaned. work area.
• Safety procedures are adhered to when • Demonstrate safety procedures when
performing soldering activities. soldering.

• Student is given a typical scenario and must decide on the method that best suits the
application. Prepare for work activity by listing the components, tools and resources needed.
• Prepare work area and materials and perform soldering correctly.
• Inspect joint for faults
• Dispose of scrap material and restore work area to a safe and serviceable condition.
4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN SUBJECT WORKSHOP

PRACTICE– LEVEL 2
4.1 Integrated summative assessment task (ISAT)
A compulsory component of the external assessment (ESASS) is the integrated
summative assessment task (ISAT). The ISAT draws on the students’ cumulative
learning achieved throughout the year. The task requires integrated application of
competence and is executed and recorded in compliance with assessment
conditions.
Two approaches to the integrated summative assessment task (ISAT) may be as
follows:
The students are assigned a task at the beginning of the year which they will have to
complete in phases throughout the year to obtain an assessment mark. A final
assessment is made at the end of the year when the task is completed.
OR
Students achieve the competencies throughout the year but the competencies are
assessed cumulatively in a single assessment or examination session at the end of
the year.
The integrated summative assessment task (ISAT) is set by an externally appointed

examiner and is conveyed to colleges in the first quarter of the year.
21
The integrated assessment approach enables students to be assessed in more than

one subject with the same ISAT.
4.2 National Examination

A National Examination is conducted annually in October/November by means of a
paper(s) set and moderated externally. The following distribution of cognitive
application should be followed:
COMPREHENSION ANALYSIS, SYNTHESIS

LEVEL 2
KNOWLEDGE
AND AND EVALUATION
APPLICATION
50-60% % 30-40% 0-10%
22

Workshop Practice Level 2 AG

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NATIONAL CERTIFICATES (VOCATIONAL)

IMPLEMENTATION: JANUARY 2013

WORKSHOP PRACTICE– LEVEL 2

SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 Assessment in the National Certificates (Vocational)

SECTION C: ASSESSMENT IN SOLDERING

1 Assessment schedule and requirements

SECTION A: PURPOSE OF THE ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

Assessment in the National Certificates (Vocational) is underpinned by the objectives of the

The principles that drive these objectives are:

2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

2.1 Internal continuous assessment (ICASS)

2.2 External summative assessment (ESASS)

3.1 Internal moderation

3.2 External moderation

External moderation is conducted by the Department of Higher Education and

4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

6.1 Baseline assessment

6.2 Diagnostic assessment

6.3 Formative assessment

6.4 Summative assessment

7.1 Collecting evidence

The lecturer assesses students’ performance against given

9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

10 TOOLS FOR ASSESSING STUDENT PERFORMANCE

11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

13 STRATEGIES FOR COLLECTING EVIDENCE

13.1 Record sheets

ASSESSMENT IN WORKSHOP PRACTICE

SECTION C: ASSESSMENT IN WORKSHOP PRACTICE LEVEL 2

1 ASSESSMENT SCHEDULE AND REQUIREMENTS

1.1 Internal assessment

Practical Determined by One or more of

2 RECORDING AND REPORTING

Scale of Achievement for the Vocational component

The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of

3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN WORKSHOP PRACTICE–

Topic 1: Safety and Regulations

ASSESSMENT TASKS OR ACTIVITIES

1993 • Describe the effects of the work environment

Topic 2: First Aid

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

Topic 3: Engineering Hand Tools

ASSESSMENT STANDARDS LEARNING OUTCOMES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

Topic 4: Engineering Power Tools

ASSESSMENT STANDARDS LEARNING OUTCOMES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT STANDARDS LEARNING OUTCOMES

ASSESSMENT TASKS OR ACTIVITIES

Topic 5: Engineering Measuring Equipment

ASSESSMENT STANDARDS LEARNING OUTCOMES

ASSESSMENT TASKS OR ACTIVITIES