Curr BasicWeldMetalWork

Adapted Curriculum and Assessment Policy Statement
for
Schools of Skills
and Schools with Skills Units
Basic Welding and Metal Work

Year 1, 2, 3 and 4
2013
PREFACE TO THE SKILLS CURRICULUM
This Curriculum and Assessment Policy Statement has been adapted to meet the needs of
learners who experience barriers to learning and who have been placed in a School of
Skills. It has been designed to enable learners who continue their schooling at a School of
Skills to develop to their potential based on a curriculum that supports their cognitive
ability. These learners are afforded the opportunity to achieve in areas where they can be
successful, such as learning a skill.
The skills curriculum document provides the content and skills to be taught across the four
years. It is based on the curriculum as developed with teachers and is aligned to the
SAQA qualifications used for skills development in South Africa. This curriculum document
has also been unpacked as an Annual Teaching Plan that will act as an exemplar for the
sequencing and pacing of teaching, learning and assessment per term across the four
years.
Year One is an orientation year and learners must be exposed to a minimum of two
vocational skills so that they can select a skill they will continue from Year Two. The content
in Year One could be spread over one or two terms. This will differ from school to school
depending on the programme for the year. Where content for Year One is based on one
term only, schools must expand on the work to cover two terms workload. Schools that
offer more than the minimum two skills in Year One may adapt the Annual Teaching Plan
for Year One to accommodate their rotation system to expose learners to more skills e.g.
schools may offer a skill per term for Terms 1, 2 and 3 and learners then select the skill they
will specialise in and start it in Term 4. It is important that learners in Year One experience
the core competencies of the skills so that an informed choice can be made.
Years Two, Three and Four are the critical years for learners in a School of Skills. It is
important that learners are exposed to all the Exit Level Outcomes, Specific Outcomes
and Assessment Criteria per selected vocational skill, acknowledging that not all learners
will be successful in all of these. The certificate awarded in Year Four will indicate all Exit
Level Outcomes and the learner’s demonstrated level of competence.
It is envisaged that all learners in a School of Skills will exit the school with an appropriate
Certificate of Attainment endorsed by the WCED. It is hoped that this certificate will
enable them to access further or higher education or to be part of the world of work.
ACKNOWLEDGEMENT
A special word of appreciation and thanks go to all in the Western Cape Education
Department and to the teaching staff in the Schools of Skills whose efforts made this
document possible.
CONTENT
Page
SECTION 1
Introduction to the Adapted Curriculum and Assessment Policy Statement ..... 1
SECTION 2
Introduction to Basic Welding and Metal Work ....................................................... 7
SECTION 3
Unpacking the Exit Level Outcomes ........................................................................ 13
SECTION 4
Assessment .................................................................................................................. 81
SECTION 5
Reference ................................................................................................................... 89
Annexure 1: Suggested Tools and Equipment ....................................................... 90

Annexure 2: Guide for Different Welding Joints..................................................... 91
Annexure 3: Model / Project Examples ................................................................... 92
Annexure 4: Exemplar Practical Demonstration .................................................... 93
Annexure 5: Exemplar Practical Models/ Projects ................................................ 96
Annexure 6: Assessment Instrument: Model-Generic ......................................... 100
Annexure 7: Welding Illustrations ............................................................................ 101
SECTION 1
INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT
1.1 Overview
General aims of the South African Curriculum

(a) The National Curriculum Statement Grades R - 12 gives expression to the
knowledge, skills and values worth learning in South African schools. This
curriculum aims to ensure that children acquire and apply knowledge and skills
in ways that are meaningful to their own lives. In this regard, the curriculum
promotes knowledge in local contexts, while being sensitive to global
imperatives.
(b) The National Curriculum Statement Grades R - 12 serves the purposes of:
equipping learners, irrespective of their socio-economic background, race,
gender, physical ability or intellectual ability, with the knowledge, skills and
values necessary for self-fulfilment, and meaningful participation in society as
citizens of a free country;
o providing access to higher education;
o facilitating the transition of learners from education institutions to the
workplace; and
o providing employers with a sufficient profile of a learner’s competences.
(c) The National Curriculum Statement Grades R - 12 is based on the following

principles:
o Social transformation: ensuring that the educational imbalances of the past
are redressed, and that equal educational opportunities are provided for all
sections of the population;
o Active and critical learning: encouraging an active and critical approach to
learning, rather than rote and uncritical learning of given truths;
o High knowledge and high skills: the minimum standards of knowledge and
skills to be achieved at each grade are specified and set high, achievable
standards in all subjects;
o Progression: content and context of each grade shows progression from
simple to complex;
o Human rights, inclusivity, environmental and social justice: infusing the
principles and practices of social and environmental justice and human
rights as defined in the Constitution of the Republic of South Africa. The
National Curriculum Statement Grades R – 12 is sensitive to issues of diversity
such as poverty, inequality, race, gender, language, age, disability and
other factors;
o Valuing indigenous knowledge systems: acknowledging the rich history and
heritage of this country as important contributors to nurturing the values
contained in the Constitution; and
o Credibility, quality and efficiency: providing an education that is
comparable in quality, breadth and depth to those of other countries.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) - BASIC WELDING AND METAL WORK 1
(d) The National Curriculum Statement Grades R - 12 aims to produce learners that
are able to:
o identify and solve problems and make decisions using critical and creative
thinking;
o work effectively as individuals and with others as members of a team;
o organise and manage themselves and their activities responsibly and
effectively;
o collect, analyse, organise and critically evaluate information;
o communicate effectively using visual, symbolic and/or language skills in
various modes;
o use science and technology effectively and critically showing responsibility
towards the environment and the health of others; and
o demonstrate an understanding of the world as a set of related systems by
recognising that problem solving contexts do not exist in isolation.
(e) Inclusion and the National Curriculum Statement

Education White Paper 6 - Special Needs Education: Building an Inclusive
Education and Training System commits the state to the achievement of
equality, non-discrimination and the maximum participation of all learners in the
education system as a whole. Education White Paper 6 makes it an imperative
that the education and training system must change to accommodate the full
range of learning needs, with particular attention to strategies for instructional
and curriculum transformation (Department of Education, 2001 p. 11). These
principles also underlie the new Curriculum and Assessment Policy Statement
(CAPS). One of the most significant barriers to learning is the school curriculum.
Barriers to learning arise from the different aspects of the curriculum such as the
content, the language, classroom organisation, teaching methodologies, pace
of teaching and time available to complete the curriculum, teaching and
learning support materials and assessment (Department of Education, 2001,
p.19). In responding to the diversity of learner needs in the classroom, it is
imperative to ensure differentiation in curriculum delivery to enable access to
learning for all learners. All schools are required to offer variations in mode of
delivery and assessment processes to accommodate all learners. Respecting
diversity implies a belief that all learners have the potential to learn.
Inclusivity should become a central part of the organisation, planning and

teaching at each school. This can only happen if all teachers have a sound
understanding of how to recognise and address barriers to learning, and how to
plan for diversity. The key to managing inclusivity is ensuring that barriers are
identified and addressed by all the relevant support structures within the school
community, including teachers, District-Based Support Teams, Institutional-Level
Support Teams, parents and Special Schools as Resource Centres. To address
barriers in the classroom, teachers should use various curriculum differentiation
strategies such as those included in the Department of Basic Education’s
Guidelines for Inclusive Teaching and Learning (2010).
1.2 Background to curriculum adaptation and differentiation
The right of every child to access quality education is enshrined in South Africa’s
Constitution. In 2001, the Minister of Education launched Education White Paper 6,
the Policy on Inclusion, which spells out how barriers to learning should be removed
from, and how inclusive education should be gradually introduced into the entire
education system.
Learners who experience barriers to learning need to be able to exit school with an
appropriate certificate of attainment, which would enable them to access further or
higher education or to be part of the world of work.
The profile of a learner placed in a Special School: School of Skills, which offers an
adapted curriculum programme may be identified by the following characteristics:
The learner
o is 14 or 15 years old
o has received extensive, documented support in the mainstream school
o experiences moderate cognitive barriers to learning which cause very poor
scholastic progress. The learner’s lack of progress may be so severe that he/she
will only be able cope on a Foundation Phase level
o is not severely or profoundly intellectually disabled
o does not experience serious behavioural learning barriers
o may experience a short attention span
o may have a very poor reading ability
o attends school regularly, but does not reap the benefits of the curriculum in spite
of support efforts
o may have spent more time in both Foundation and Intermediate Phase, without
showing significant improvement
o is usually functioning 2 years and more below his/her age cohort and is seriously
at risk of leaving school early, without attaining skills to enter the world of work
successfully
o will benefit by a vocational / practical approach to the curriculum
o will develop skills in order to be able to enter the job market.
These learners have the right to follow an adapted and differentiated curriculum to
achieve their academic goals. The academic curriculum content must not be seen
as a “watered down” version of the mainstream curriculum, but an accurate as
possible reflection of the learner’s functioning level. Therefore each leaner should
have access to the standard of assessment best suited to his/her needs. The
curriculum should be offered in flexible groups to allow straddling to take place.
Each leaner should be respected as an individual with unique strengths and barriers
to learning. These learners must further be afforded the opportunity to achieve in
areas where they can be successful, such as learning a skill. In the majority of cases it
has been found that learners, who do not achieve academically, often benefit and
excel through learning a skill. Thus teachers have an important responsibility to make
sure that all learners from whatever background are appropriately catered for in the
learning environment.
In this instance teachers are therefore required to monitor their own beliefs, attitudes
and behaviours when responding to learners. They should consider the unique
needs of learners when designing and placing learners in appropriate learning
programmes. It is expected that teachers together with the parents must ensure that
learners participate in academic and skills programmes that helps them achieve to
the best of their abilities. .
1.3 The introduction of the Skills Qualification

This is a new way of thinking to provide for learners who are not able to reach their
full potential in mainstream schooling. The proposed Skills Qualification aims to offer
learners with special needs an alternative learning pathway that:
o Is standardised across the schools offering skills curricula
o Is aligned with curriculum policies and relevant skills
o addresses the learner’s need to experience success by building on the strengths
of the learner rather than focusing on deficits
o determines the appropriate placement of the learner in a specific pathway of
learning
o provide the learner with a qualification in a chosen field of work and
o provide the employer with appropriate information.
The purpose of this skills qualification is to provide an adapted curriculum which may
lead to a further qualification at a later stage. Alternate methods of teaching and
assessments based on alternate attainment of knowledge (content, concepts and
skills), for learners who experience moderate cognitive learning barriers forms part of
the skills qualification. It must allow learners to acquire knowledge and skills that are
aligned to the world of work. Each skills course is based on defined concepts and
skills to provide learners with a passport to life-long work and citizenship. The adapted
skills curriculum is aligned to existing SAQA qualifications so that it can be recognised
in the workplace, for Recognition of Prior Learning (RPL).
1.4 Time Allocation

Teaching and learning within a five day cycle is 27½ hours. It is envisaged that 50% of
the notational time be allocated to skills training with sufficient learning and practice
time to develop skilled routine work competence.
The table below proposes the possible instruction time and credits allocated per
subject in an academic year for a learner to be considered for a skills qualification.
Time allocation per week Example:
Subject Credits1
(periods in minutes per week)
Fundamentals:2
1. Home Language (Level 1, 2,or 3) 5x45min (Could be 4 periods in Y 2.3.4) 14 Credits
2. First Additional Language 2x45min (Could be 3 periods in Y 2.3.4) 12 Credits
3. Mathematics (Level 1, 2 or 3) 4x45min 14 Credits
Core:3
1. Life Skills (EMS and SS) 4x45min 14 Credits
2. Natural Sciences and 1x45min 2 Credits
Technology (Not in year 1)
3. Creative Arts 1x45min 2 Credits
4. Physical Education / Sport 1x45min 2 Credits
Electives:
1. Skills: 18x45min 60 Credits
List of 19 electives
Developed in 2011 Developed in 2012
Ancillary Health Care Automotive Repair and Maintenance
Art and Crafts Automotive Spray Painting
Hairdressing Beauty and Nail Technology
Automotive Body Repair Maintenance
Bricklaying and Plastering Housekeeping
Basic Welding and Metal Work Needlework and Clothing
Mixed Farming Basic Sheet Metal Work
Hospitality Studies Upholstery
Early Childhood Development Woodworking
Office Administration
1.5 A Learning Programme

The National Strategy on Screening, Identification, Assessment and Support (SAIS) will
be used to determine whether a learner is eligible to follow an adapted curriculum
and assessment programme in a special school. Learners will complete a four year
learning programme
o YEAR 1: A bridging year to support learners in the academic programme based
on pre-testing and post- testing. Learners will be exposed to a minimum of two
different skills to determine their strengths as well as their interests. Natural
Sciences and Technology will not be offered in year 1. Formal recorded
assessment only for Languages and Mathematics in year 1.
o YEAR 2: Teaching and learning is based on needs identified in post testing, and
learner’s selected skill from orientation year.
o YEAR 3: Teaching and learning is based on learners’ needs, and learners
continue with selected skill.
o YEAR 4: Teaching and learning is based on learners’ needs, and learners
continue with selected skill.
1 A credits is based on 10 hours of notional time calculated on 32 weeks per academic year
2 The curriculum will focus on the full band within the GET curriculum CAPS
3 The curriculum will focus on the full band within the GET curriculum CAPS
A LEVEL 1 QUALIFICATION (120 credits4 per year)
(A four year learning programme)
ACADEMIC SKILLS
CAPS (adapted Grade R-9) SAQA ALIGNED
50% of contact time 50% of contact
time
APPLIED KNOWLEDGE
FUNDAMENTAL CORE ELECTIVE
40 Credits 20 Credits 60 Credits
Language Life Skills
Language:
Technology
Education /
MATHS Year 1: 2+
Sciences &
:
/
Creative
First Add
Physical
Natural
Home level 1 skills
Sport
LO
Arts
level 1 Year 2: 1 skill
with
Or level 2 Or level 2 Year 3: 1 skill
(SS &
Year 4: 1 skill
Or level 3 Or level 3 EMS)
14 credits 12 credits 14 credits 14 credits 2 credits 2 credits 2 credits 60 credits
4 One (1) credit equals 10 hours of notional time
SECTION 2
INTRODUCTION TO BASIC WELDING AND METAL WORK
2.1 Definition
Nearly everything we use in our daily life is welded or made by equipment that is
welded. Welders help build metal products from furniture to buildings. The use of
welding is practically unlimited and there is no lack of variety of the type of work that
is done.
Welding is defined as a process for joining similar metals. Welding joins metals by
melting and fusing: 1. the base metals being joined and 2. the filler metal applied.
Welding employs pinpointed, localized heat input. Most welding involves ferrous-
based metals such as steel and stainless steel.
2.2 Purpose
The Basic Welding and Metalwork qualification is to provide learners with the
standards and the range of skills required to work effectively in the welding industry
and to meet the challenges of the welding and metalwork environment in South
Africa.
This Qualification recognises the basic skills, knowledge and values acquired by
learners to do welding. The purpose of this Qualification is to develop learners who,
after completion, demonstrate the ability to:
o Use and apply basic mechanical and welding technology, techniques,

processes and skills, as applied in the manufacturing and welding industry, using
appropriate tools and measuring equipment.
o Use and apply a variety of basic fillet welding, oxy-fuel cutting and oxy-fuel
joining processes.
o Demonstrate basic knowledge of welding and its productive requirements, by
applying appropriate work-procedures safely.
o Communicate (speak and demonstrate) effectively in order to achieve
personal, business and organizational objectives by reading of basic words and
understanding pictures and interpreting basic work instructions and drawings,
maintaining effective relationships; exploring options for further learning. (These
functions may require mediation.)
2.3 Unique Features and Scope:
The Basic Welding and Metalwork qualification gives learners the opportunity to:
o develop basic skills and knowledge necessary to begin a career in the welding
industry
o produce products that will meet a wide variety of exacting customer and
consumer requirements
o join material that is subjected to considerable stress using consistent and
accurate welding processes.
o develop, a career path with greater security of employment within the welding
industry.
o obtain Recognition of Prior Learning for the basic skills and knowledge gained to
be used for further qualification when employed in the welding industry
2.4 Exit Level Outcomes:

The exit level outcomes are grouped under the four categories used to describe the
purpose of the qualification. The Basic Welding and Metalwork qualification has the
following 18 Exit Level Outcomes.
The first category is based in the learner’s ability to use and apply basic mechanical
and welding technology, techniques, processes and skills, as applied in the
manufacturing and welding industry, using appropriate tools and measuring
equipment.
The learner is able to:

Exit Level Outcome 1
Select, use and care for engineering hand tools.

Select, use and care for engineering measuring equipment.

Select, use and care for engineering power tools.

Apply work site practices.
The second category is based in the learner’s ability to demonstrate basic

knowledge of welding and its productive requirements, by applying appropriate
work-procedures safely.

Describe the welding industry`s composition, its productivity requirements and
communication techniques.
Identify and select material to specification.

Use welding definitions and symbols.

Measure, estimate and calculate physical quantities and explore, describe and
represent geometrical relationships in 2-dimensions in different life or workplace
contexts.
The third category is based in the learner’s ability to observe and apply a variety of
basic fillet welding, oxy-fuel cutting and oxy-fuel joining processes.

Weld carbon steel work-pieces using the shielded metal arc welding process in the
down-hand position.

Cut materials using the oxy-fuel gas cutting process (manual cutting) and or use the
Plasma cutting process

Weld work pieces using the oxy-acetylene gas welding process in the down hand
position.

Weld carbon steel work pieces using the gas metal arc welding process in the down-
hand position.
The fourth category is based in the learner’s ability to communicate (speak and
demonstrate) effectively in order to achieve personal, business and organizational
objectives by reading of basic words and understanding pictures and interpreting
basic work instructions and drawings, maintaining effective relationships; exploring
options for further learning. (These functions may require mediation.)

Use language and communication in occupational learning programmes.

Use mathematics to investigate and monitor the financial aspects of personal and
community life.

Write/present for a defined context.
2.5 Critical Cross-field Outcomes
This qualification addresses the following critical cross-field outcomes:
1. identify and solve basic problems and make decisions using critical and creative
thinking
2. work effectively with others as members of a team, group, organization and
community;
3. organize and manage themselves and their activities responsibly and
effectively;
4. collect, analyse, organise and critically evaluate information;
5. communicate effectively using visual, symbolic and /or language skills in various
mode;
6. use science and technology effectively and critically, showing responsibility
towards the environment and the health of others;
7. demonstrate an understanding of the world as a set of related systems by
recognizing that problem solving contexts do not exist in isolation.
8. reflect on and explore a variety of strategies to learn more effectively;
9. participate as responsible citizens in the life of local, national and global
communities;
10. be culturally and aesthetically sensitive across a range of social contexts;
11. explore education and career opportunities; and
12. develop entrepreneurial opportunities.
2.6 Overview of Teaching and Learning per year
Exit Level Outcomes Year 1 Year 2 Year 3 Year 4

1. Select, use and care for engineering hand tools. √ √ √ √
2. Select, use and care for engineering measuring
√ √ √ √
equipment.
√
3. Select, use and care for engineering power tools. √ √
Term 3
√
4. Apply work site practices. √
Term 4
5. Describe the welding industry`s composition, its
√
productivity requirements and communication
Term 2
techniques.
√
6. Identify and select material to specification. √ √
Term 2
√
7. Use welding definitions and symbols
Term 1
8. Measure, estimate and calculate physical quantities and
explore, describe and represent geometrical relationships √ √ √ √
in 2-dimensions in different life or workplace contexts.
9. Weld carbon steel work-pieces using the shielded metal
√ √ √ √
arc welding process in the down-hand position.
10. Cut materials using the oxy-fuel gas cutting process
√
(manual cutting and or Plasma Cutting process.
11. Weld work pieces using the oxy-acetylene gas welding
√
process in the down hand position.
12. Weld carbon steel work pieces using the gas metal arc √
√
welding process in the down-hand position Term 3
13. Use language and communication in occupational
√ √ √ √
learning programmes.
14. Use mathematics to investigate and monitor the financial √
√
aspects of personal and community life. Term 3
√
15. Write/present for a defined context √ √
Term 1
SECTION 3
UNPACKING THE EXIT LEVEL OUTCOMES
Exit Level Outcome 1 Outcome Range

Select, use and care for Engineering hand tools include but are not limited to hand files,
engineering hand tools spanners, socket sets, specialised sockets, impact sockets,
torque wrench, Allen keys, screwdrivers, pliers, clamps, tin snips,
US ID 119744 hacksaws, chisels, metal shears, hammers, beating files, dollies,
spoons, pullers, mallets, bench stakes, files, scrapers, hole
punches, anvils and riveters spray guns, sanding blocks, body
filler mixing and application tools, textile scissors.
Specific Outcome 1 Assessment Criterion 1
Select and use Identify, explain and use all the
engineering hand tools. engineering hand tools
Assessment Criterion 2
Give clear explanations and
appropriate examples
Refer to appropriate literature
when giving explanation
Demonstrate the ability to apply
the various engineering hand tools
in their different applications
Care for and maintain Carry out maintenance of
engineering hand tools. engineering hand tools in
accordance with the applicable
requirements and workplace
procedures
Respond correctly to task related
questions to confirm understanding
Recognise and report problems,
changes and/or malfunctions while
working with engineering hand
tools
Work safely with due care Explain and demonstrate safe
for self, fellow workers, working practises
equipment, materials and Assessment Criterion 2
the environment.
Demonstrate an understanding of
SHE procedures
Exit Level Outcome 2 Outcome Range:
Select, use and care for Measuring equipment that includes: verniers, callipers, tapes,
engineering measuring rules, combination set, spirit level, plumb bob, micrometers, dial
equipment gauges, feeler gauges, thermometers, scales, go/no go gauges,
thread gauges, pressure gauges.
US ID 12476 Specific Outcome 1 Assessment Criterion 1
Select and use Explain and discuss basic units of
engineering measuring measure, symbols and derived units
equipment of measure
Use measuring equipment as
recommended by the
manufacturer to meet job/task
requirements
Take measurements and record
Identify unsafe/faulty measuring
equipment and take corrective
action taken
Clean, service, maintain and store
measuring equipment
Care for and maintain Explain and discuses basic units of
measuring equipment measure, symbols and derived units
of measure.
Select and use engineering
measuring equipment
Select, use and care for Engineering power tools include drills (including pedestal drilling
engineering power tools machines), grinders (including pedestal grinders), sanders,
brushes, buffs, wrenches (including impact type), jacks, nibblers,
US ID 12219 saws (including power and band saws)
Select and use Use appropriate power tools as
engineering power tools recommended by the
manufacturer to meet job/task
requirements
Identify and take corrective action
with regards to unsafe/faulty power
tools
Clean, service, maintained and
stored power tools
Maintain a clean and tidy work
environment
Explain and discuss consequences
of incorrectly using power tools,
Check on power supply Explain and discuss risks and
connections to hazards related to the various
equipment power supply sources
Recognise and report Report problems timeously to
problems, changes appropriate personnel
and/or malfunctions while
working
Work safely with due care Take correct safety precautions
for self, fellow workers, against bad connections,
machines, equipment, damaged air and hydraulic hoses,
materials and damaged electrical cables,
environment cracked discs and worn or
damaged blades.
Use appropriate personal
protective equipment when using
power tools
Exit Level Outcome 4 Specific Outcome 1 Assessment Criterion 1
Apply work site practices Establish the principles of Identify hazards in relation to
personal and job safety worksite in accordance with the
US ID 14683 on the worksite. OHS Act; equipment, electrical
machinery, chemicals, fire, gas,
fumes, compressed air, noise and
product
Identify personal hazards in relation
to worksite; clothing, hair, footwear,
jewellery, lifting, handling, and
occupational overuse syndrome.
Identify procedures in relation to
avoidance of accidents;
equipment, machinery, electrical,
chemical, fire, fumes, compressed
air, gas, protective clothing,
storage as laid down in company
policy or standard procedure.)
Identify procedures and principles
of relevant acts and regulations
relating to safety, health and
welfare on worksite.
Explain procedures in the event of
accident, fire emergency as laid
down in school policy or procedure
Demonstrate safe working Demonstrate safe working
practices on the worksite. practices in the use of machinery
as specified in the manufacturer's
operational manual and
instructions; fences, guards, safety
devises, operation and isolation
techniques
Demonstrate safe working
practices which ensure personal
safety
Explain and demonstrate the
storage of hazardous materials as
specified by manufacturer;
chemicals, gas, compressed air,
flammable materials, lubricants,
paints, sealants, cleaning fluids,
and waste materials.
Identify warning signs in relation to
hazards.
Work areas are kept clean and free
of debris; walkways, floors,
workbenches, platforms, and
conveyers)
Use equipment as specified by
manufacturer's or standard
procedure; electrical, mechanical,
fluid, and radiation
Explain and demonstrate
procedures in the event of fire,
accident, chemical spillage, and
emergency as laid down by
regulation and specified on
worksite.
Explain how worksite practices
comply with Acts, Regulations, and
by-laws relating to health, safety
and welfare.
(OHS Act, Local authority by-laws.)
emergency shutdown procedures
Adhere and conform to Explain and demonstrate store
store procedures and procedures according to worksite
material handling practice.
Explain and demonstrate correct
safety procedures to storing
materials.
Describe the welding industry’s Identify and interpret Explain and demonstrate correct
composition, its productivity organisational structures, structure and person's roles, and
requirements and and personal functions the consequences of incorrect
communication techniques within the company or identification, with reference to
business company policy and requirements.
US ID 14722 Assessment Criterion 2
Explain persons and their position in
relation to the organogram
(structure) of the company
o Organisational structure
includes: Top management,
middle management and junior
management
o Personnel functions include:
CEO, senior managers,
managers, team leaders,
supervisors etc.
Apply and adhere to Explain and demonstrate
communication communication procedures with in
procedures within the relation to company procedures.
company or business. Communication methods: Verbal
and non- verbal.
Interpret and apply Explain legislative requirements in
legislative requirements accordance with company policy
within the company or and procedures.
business. o Aviation, pressure vessels, and
other industry's legislative
requirements conform to SAQA
and SD Act in relation to the
NQF and Career pathing.

Apply small business skills Explain and demonstrate small
within my work business skills in relation to material
environment. procurement cost analysis,
bookkeeping and profit control.
Specific Outcomes 5 Assessment Criterion 1
Adhere and apply security Explain and demonstrate
procedures. requirements to building access
and workplace access in relation
to security entrance requirements.
Identify and select material to Plan the identification Explain and demonstrate the steps
specification process to identify in the identification of materials to
materials to specification. specification to be in logical
US ID 14712 sequence and to job requirements.
Identify materials to Identification of materials in
specification. accordance with material
specification sheet as included in
work instructions.
Demonstrate all safety precautions
in relation to work site practices
and procedures
Identify materials marked with
colour code or identification
numbers.
o Materials to be identified is
limited to mild steel, aluminium,
stainless steel and carbon steels
o Identification methods visually
with the aid of de-coding
systems and mechanical
processes.

Use welding definitions and Know the basics of welded Describe and explain definitions
symbols joints and their used in the welding industry in
terminology. accordance with AWS standards
US ID 14713 and practices.
o Definitions limited to those as
prescribed in the AW Standards
and practices.
Explain and describe different joints
and their characteristics.
Explain and describe the
characteristics of welds, types of
joint preparation, weld profile and
surface finish.
Identify and apply welding Explain and describe weld symbols
symbols used by industry. used in the industry in accordance
with AWS instruction manual.
o Welding symbols is limited to
those as prescribed in the AW
Standards and practices.
Sketch and describe Describe and sketch weld symbols
welding symbols used in in accordance with AWS and work
the industry. instruction sheet.
o Sketches of weld symbols can
be done on free hand
sketching or formal drawing
format.
Identify and interpret welding
symbols.

Measure, estimate and Estimate, measure and Identify and correctly read scales
calculate physical quantities calculate physical on the measuring instruments
and explore, describe and quantities to solve
represent geometrical problems in practical
relationships in 2-dimensions in situations. Identify the appropriate instrument
different life or workplace to measure a particular quantity.
context Assessment Criterion 3
Carry out calculations correctly
US ID 12444
appropriate units measurement
and calculation.
Explore transformations of Describe and identify properties of
two-dimensional symmetrical shapes
geometric figures
Explain and identify concepts of
lines of symmetry in 2-dimensional
figures using paper folding and
reflections in the lines of symmetry.
Explain and identify concepts of
transformation in terms of
reflections, translations and
rotations using concrete materials.
Weld carbon steel work-pieces Describe the shielded Explain and demonstrate the
using the shielded metal arc metal arc welding importance of correct assembly of
welding process in the down- process. the shielded metal arc welding
hand position. equipment, and the consequences
of incorrect assembly, with
US ID 243063 reference to the vendor
requirements.
Identify and explain basic and
major components of the shielded
metal arc welding equipment in
terms of manufacturer's
requirements and standards.
Identify parts and components
correctly and the implications for
incorrect identification are
explained.
Explain terms and definitions used
with welding terminology as
recorded in international welding
standards.
Parts include: Suitable power
source, earth clamp, electrode
holder and welding cable.
Select, set up and Identify, verify and selection
conduct pre-operational shielded metal arc welding
checks of shielded metal equipment as specified on welding
arc welding equipment. procedure specification.
Identify and rectify hazards relating
to welding process in accordance
with standard work site practices.
Carry out pre-operational checks in
accordance with manufacturer's
specifications.
Resources to include:
manufacturer's operational
manual, worksite practices and
safety and environmental issues.
Prepare workpieces prior Prepare work pieces prior to
to welding. welding as specified on drawing
and worksite procedures.
Identify dimensions and alignment
as specified on drawing.
Tack weld workpiece in position as
per drawing specifications.
Adhere to safety precautions.
Inspect workpiece prior to welding.
Resources include - Worksite
procedures, tools, equipment,
safety requirements, and materials.
Weld workpieces. Select welding electrodes as
specified on welding procedure
specification.
Weld workpiece in position.
Adhere to safety precautions
during welding process.
Clean workpiece after welding as
per worksite practices.
Scope:
Material type to be used: May be
chosen from the range of carbon
steels (plate only), applicable to
the material groups 1, 2, 3 or 11
[according to ISO (TR) 15608).
Material thickness: Minimum -
1,6mm.
Resources include:
Welding equipment, tools,
protective clothing and
equipment, welding procedure
specification, materials, etc.
Welding positions include: Butt and
fillet welds in (flat position: square
groove butt joint vee groove joint,
lap joint, tee and conner joints) (
horizontal position: groove joint, lap
joint, tee joint)
Inspect welded work Remove all residues slag and
piece for defects in spatter as specified in cleaning
compliance with drawing procedure.
specifications.
Welded work piece conforms to
job specifications
Inspection methods and
procedures selected are
conducive to specifications.
Care for and store welding Care for tools and equipment as
consumables and per manufacturer's specifications
equipment. and stored as per worksite
practices.
Store tools and equipment to
conform to worksite practices.
Store welding consumables in
accordance to worksite practices.

Cut materials using the oxy- Describe the oxy-fuel Explain and demonstrate the
fuel gas cutting process cutting process importance of correct setting of
(manual cutting) and or cutting pressures, and the
Plasma cutting process. consequences of incorrect settings
US ID 243067 Identify and explain basic and
major components of the oxy-fuel
cutting process and equipment,
function and purpose is correct in
terms of cutting standards.
Explain consequences of incorrect
start up and shut down procedures.
Describe and identify cutting
characteristics of carbon steel and
the implications for un-safe
conditions.
Explain terms and definitions that
are consistent with accepted
cutting termino-logy as recorded in
cutting standards.
Prepare for the oxy-fuel Demonstrate assembly of Oxy-Fuel
cutting operation gas equipment and test in
instructions and specific safety
operating procedures.
Demonstrate and explain pre-
operational checks in accordance
with manufacturer's operations
manual and specifications.
Cut materials to match work
instruction sheet.
Cut material. Cutting of material is carried out in
accordance with work instruction
sheet and drawing requirements.
Apply and explain safety
precautions in accordance with
OHS Act (applicable to the cutting
process).
Inspect end product to conform to
specifications as reflected on
drawing or job requirement.
Defects include excessive slag,
rough cutting surface, jagged
edges, rounded top corner.
Hazards include flashbacks:
o Identify and correct cutting
defects.
o Material type to be used: May
be selected from the range of
carbon steels (plate only),
applicable to the material
groups 1, 2, 3 or 11 [according
to ISO (TR) 15608).
o Material thickness: minimum -
10mm.
o Positions: All positions/directions.
Care and storage of Explain the caring and storage
cutting equipment, tools, procedures for tools, equipment in
and materials. accordance with work site
practices and specifications.
Demonstrate and explain Oxy-fuel
cutting equipment dismantled and
stored in accordance with
manufacturer's specification and
requirements.
Weld work pieces using the Parts include: Welding hoses, jubilee clamps, gas cylinders
oxy-acetylene gas welding (oxygen and fuel gas), regulators, welding torch, welding
process in the down hand nozzles, non-return valves and flashback arrestors.
position
Describe and explain the Explain and demonstrate the
US ID 243072 oxy-acetylene gas importance of correct assembly of
welding process. the oxy-acetylene gas welding
equipment, and the consequences
of incorrect assembly, with
reference to the vendor
requirements.
Identify and explain basic and
major components of the oxy-
acetylene gas welding equipment
function and purpose is correct in
terms of vendor requirements and
standards.
Identify and explain parts and
components and the implications
for not testing for leaks.
Explain terms and use definitions
that are consistent with generally
accepted welding terminology as
recorded in international welding
standards.
Parts include: gas cylinders, gas
regulators, flashback arrestors,
hoses, clamps, welding torch,
welding nozzles, gas cylinder key
and soapy water.
Select, assemble and Explain verification of identification
conduct pre operational and selection of oxy-acetylene gas
checks of oxy-acetylene welding equipment as specified in
gas welding equipment. the welding procedure
specification.
Identify and rectify hazards relating
to welding process in accordance
with standard work site practices.
Demonstrate and explain pre-
operational checks that are carried
out in accordance with vendor
specifications and to be leak free.
Prepare workpieces prior Prepare workpieces prior to
to welding. welding as specified on drawing
and worksite practices.
Check dimensions and alignment
as specified on drawing.
Explain and demonstrate how tack
workpiece are welded in position
as per drawing specifications
Adhere to safety precautions.
Resources include:
Worksite practices, tools,
equipment, safety requirements
and materials
Weld metals with oxy- Select welding filler material as
acetylene gas welding specified in the welding procedure
process. specifications
Weld workpiece in position.
Adhere to safety precaution during
welding process.
Clean workpiece after welding as
per worksite practices. Material
type to be used: May be selected
from the range of carbon steels
(plate only), applicable to the
material groups 1, 2, 3 or 11
Material thickness: minimum -
1,6mm.
Resources include: Welding
equipment, tools, protective
clothing and equipment, welding
procedure specification, materials
as specified on drawings and weld
filler material. Weld positions to
include:
Butt and fillet welds in (flat position:
square groove butt joint vee
groove joint, lap joint, tee and
conner joints) ( horizontal position:
groove joint, lap joint, tee joint)
Inspect welded work Remove all residues, flaking of
piece for defects material and slag as specified in
cleaning procedure.
Check that welded work piece
conform to specifications as
reflected on drawing.
procedures selected as conducive
to job requirement.
Care for and store welding Explain and demonstrate how tools
consumables and and equipment are cared for as
equipment per manufacturer's specifications
and stored as per worksite
practices.
Explain and demonstrate how tools
and equipment are stored to
conform to worksite practices.
Explain and demonstrate how
welding consumables are stored in
accordance with worksite
practices.

Weld carbon steel work pieces Describe the gas metal Explain the importance of correct
using the gas metal arc arc welding process and assembly of the gas metal arc
welding process in the down- related equipment. welding equipment, and the
hand position consequences of incorrect
assembly, with reference to the
manufacturer's requirements.
US ID 243066
Explain and identify basic and
major components of the gas
metal arc welding equipment and
the function and purpose is correct
in terms of manufacturer's
requirements and standards.
Identify and explain parts and
equipment and the implications of
the incorrect identification of parts.
Explain terms and use definitions
consistent with generally accepted
welding terminology as recorded in
international welding standards;
Suitable power source, wire-feeder,
shielding gas, regulator, flow-meter,
materials as specified on drawings
and weld filler material, according
to welding procedure
specifications.
Select, assemble and Identify and select gas metal arc
conduct pre-operational welding equipment as specified
checks of gas metal arc according to work-site practices
welding equipment and manufacturer's specifications.
Identify, explain and take
corrective action of hazards
related to welding processes in
accordance with standard work
site practices.
Demonstrate, identify and perform
pre-operational checks in
specifications.
Explain and demonstrate welding
parameters in accordance with job
requirements.
Resources to include:
manufacturer's specification,
worksite practices and safety and
environmental issues.
Welding parameters: volts/amps,
gas-flow, wire speed, and wire stick
out as specified in the welding
procedures specifications
Prepare workpieces prior Explain and prepare workpieces
to welding prior to welding as specified on
drawing and worksite practices.
Identify dimensions and check
alignment as specified on drawing.
Demonstrate tacked workpiece
welded in position as per drawing
specifications.
Demonstrate all safety precautions
are adhered to.
Resources include: Worksite
practices, tools and equipment:
Safety legislation as per job
requirements.
Inspection methods - Visual,
destructive or non-destructive.
Observations applicable prior to
the tack-welding process:
Heat input, electrode size, filler
material selection, joint
preparation, welding technique,
consumable usage, handling and
gas shielding.
Weld workpieces. Select welding filler material as
specified on welding procedure
specification.
Demonstrate workpiece welded in
position.
Demonstrate safety precautions
during welding process
Explain and demonstrate that
welding parameters are
established to an approved
welding procedure specification
(WPS).
Demonstrate that workpiece are
cleaned after welding as per
worksite practices.
Scope:
Material type to be used: May be
chosen from the range of carbon
steels (plate only), applicable to
the material groups 1, 2, 3 or 11
Material thickness: Minimum -
1,6mm.
Resources:
Suitable power source, wire-feeder,
shielding gas, regulator, flow-meter,
materials as specified on drawings
and weld filler material.
Welding procedure specifications,
where applicable.
Welding positions include:
Butt and fillet welds in (flat position:
square groove butt joint vee
groove joint, lap joint, tee and
conner joints) ( horizontal position:
groove joint, lap joint, tee joint)
Inspect welded workpiece Remove all welding spatter as
for defects. specified in cleaning procedure.
Check that welded workpiece
conforms to job specifications.
procedures selected are
conducive to specifications.
Care for and store welding Demonstrate and explain care of
consumables and tools and equipment as per vendor
equipment. specifications
Demonstrate and explain storage
of tools and equipment to conform
to worksite practices.
Demonstrate and explain storage
of welding consumables in
accordance with worksite
practices.
Use language and Find and use available Identify relevant learning resources;
communication in learning resources resource centres, dictionaries,
occupational learning general texts, internet, other
programmes. learners, videos.
US ID 119460 Use learning resources effectively
through appropriate selection of
information and
acknowledgement of sources.
Use learning strategies. Summarise information to be used
for learning purposes.
Select specific techniques and
applied appropriately; mind maps,
note taking, memorising, key words,
underlining, skimming and
scanning.
Ask relevant questions; checking
understanding, clarifying meaning,
get information, asking for help.
Manage occupational Organise occupational learning
learning materials. materials for efficient use; videos,
texts, handouts, textbooks, charts,
maps, plans, and diagrams
Explain and demonstrate layout
and presentation of learning
materials using; Index, contents
page or glossaries are used
effectively.
Explain technical language/
terminology
Plan and gather relevant Explain information gathering steps,
information for a given planned and sequencing
context and purpose. appropriately.
Explain information gathering
techniques; Gathering information,
reading/viewing, interviewing,
observing, and using appropriate
electronic sources.
Sift information for relevance.
Classify, categorise and sort
information
Gather information for given
context and purpose
Present conclusions in appropriate
format.
Function in a team Active participation happens in
group learning situations;
discussions, activities, workshops.
Responsibilities in the team are
taken up and group work
conventions are applied in learning
situation; turn taking, rotation of
roles: conducting, chairing,
recording, and reporting.
Practice negotiating techniques
Teamwork results in meaningful
products or outcomes; Reaching
consensus, completing tasks.
Reflect on how Identify sector and organisation
characteristics of the type:
workplace and o Sector/occupational focus:
occupational context Services, manufacturing,
affect learning. financial, educational etc
o Organisation type:
Government, parastatal,
heavy/light industry, large
organisation, small business.
Describe and discuses features of
occupational environment
Described and discuses ways in
which these features affect
learning processes and/or
application of learning
Use mathematics to Use mathematics to plan Explain projected income and
investigate and monitor the and control projected expenditure realistically.
financial aspects of personal budgets and income and
community life. expenditure.
Carry out calculations using a
calculator efficiently and correctly,
US ID 7469 and solutions obtained are verified
in terms of the context.

Write/present for a defined Narrative, discursive, reflective, argumentative, descriptive,
context. expository, transactional, business correspondence, electronic
texts, multi-media presentations.
US ID 119456 Assessment Criterion 1
Specific Outcome 1
Identify range of appropriate texts
Use mathematics to plan
in response to tasks or learning
and control projected
activities
budgets and income and
expenditure.
Format and content are
appropriate to the conventions of
the text type, and to the nature
and level of the target audience,
as well as to the task.
o Format, visual presentation
(headings, sub-headings,
bullets, numbering, font, etc),
appropriate dress.
Adapt language to suit Identify inappropriate language
context. Socio-cultural, o Excessive use of jargon,
inclusivity, human rights, insensitive choice of
technical/workplace, words/signs, (gender; rank;
environmental contexts. hierarchies in familiar settings or
organisations; family; sports;
wealth) offensive or incorrect
register.
Simplify complex wording/ideas
where necessary.
Overview of the Exit Level Outcomes over a period of 4 years
Exit Level Outcome 1: Select, use and care for engineering hand tools
Year 1 Orientation Year 2 Year 3 Year 4

o Specific Outcome 1 o Assessment o Assessment Criteria o Assessment Criteria o Assessment Criteria
Select and use Criteria 1. Identify, explain and 1. Identify, explain and use all 1. Identify, explain and use all
engineering hand tools. 1. Identify, explain use all the engineering the engineering hand tools; the engineering hand tools;
and use all the hand tools; e.g. e.g. e.g.
engineering hand hand files, spanners, hand files, spanners, socket hand files, spanners, socket
tools; e.g. socket sets, sets, specialised sockets, sets, specialised sockets,
Hand files, specialised sockets, impact sockets, torque impact sockets, torque
screwdrivers, impact sockets, wrench, Allen keys, wrench, Allen keys,
pliers, tin snips, torque wrench, Allen screwdrivers, pliers, clamps, screwdrivers, pliers, clamps,
hacksaws, keys, screwdrivers, tin snips, hacksaws, chisels, tin snips, hacksaws, chisels,
hammers pliers, clamps, tin snips, metal shears, hammers, metal shears, hammers,
2. Give clear hacksaws, chisels, beating files, dollies, spoons, beating files, dollies, spoons,
explanations and metal shears, pullers, mallets, bench pullers, mallets, bench
appropriate hammers, stakes, files, scrapers, hole stakes, files, scrapers, hole
examples 2. Give clear punches, anvils and riveters punches, anvils and riveters
3. Refer to explanations and spray guns, sanding blocks, spray guns, sanding blocks,
appropriate appropriate examples body filler mixing and body filler mixing and
literature when 3. Refer to appropriate application tools, application tools,
giving literature when giving 2. Give clear explanations 2. Give clear explanations and
explanation explanation and appropriate examples appropriate examples
4. Demonstrate the 4. Demonstrate the 3. Refer to appropriate 3. Refer to appropriate
ability to apply ability to apply the literature when giving literature when giving
the various various engineering explanation explanation
engineering hand hand tools in their 4. Demonstrate the ability to 4. Demonstrate the ability to
tools in their different applications apply the various apply the various
different engineering hand tools in engineering hand tools in
applications their different applications their different applications

o Specific Outcome 2 o Assessment Criteria o Assessment Criteria o Assessment Criteria o Assessment Criteria
Care for and maintain 1. Carry out maintenance 1. Carry out maintenance 1. Carry out maintenance 1. Carry out maintenance
engineering hand tools. of engineering hand of engineering hand of engineering hand of engineering hand
tools in accordance tools in accordance tools in accordance tools in accordance
with the applicable with the applicable with the applicable with the applicable
requirements and requirements and requirements and requirements and
workplace procedures workplace procedures workplace procedures workplace procedures
2. Respond correctly to 2. Respond correctly to 2. Respond correctly to 2. Respond correctly to
task related questions to task related questions to task related questions to task related questions to
confirm understanding confirm understanding confirm understanding confirm understanding
3. Recognise and report 3. Recognise and report 3. Recognise and report 3. Recognise and report
problems, changes problems, changes problems, changes problems, changes
and/or malfunctions and/or malfunctions and/or malfunctions and/or malfunctions
while working with while working with while working with while working with
engineering hand tools engineering hand tools engineering hand tools engineering hand tools

Work safely with due 1. Explain and 1. Explain and 1. Explain and 1. Explain and
care for self, fellow demonstrate safe demonstrate safe demonstrate safe demonstrate safe
workers, equipment, working practises working practises working practises working practises
materials and the 2. Demonstrate an 2. Demonstrate an 2. Demonstrate an 2. Demonstrate an
environment. understanding of SHE understanding of SHE understanding of SHE understanding of SHE
procedures procedures procedures procedures
Exit Level Outcome 2: Select, use and care for engineering measuring equipment

Select and use 1. Explain and discuss 1. Explain and discuss 1. Explain and discuss 1. Explain and discuss
engineering measuring basic units of measure, basic units of measure, basic units of measure, basic units of measure,
equipment symbols and derived symbols and derived symbols and derived symbols and derived
units of measure units of measure units of measure units of measure
2. Use measuring 2. Use measuring 2. Use measuring 2. Use measuring
equipment as equipment as equipment as equipment as
recommended by the recommended by the recommended by the recommended by the
manufacturer to meet manufacturer to meet manufacturer to meet manufacturer to meet
job/task requirements job/task requirements job/task requirements job/task requirements
3. Take measurements 3. Take measurements 3. Take measurements 3. Take measurements
and record and record and record and record
4. Identify unsafe/faulty 4. Identify unsafe/faulty 4. Identify unsafe/faulty 4. Identify unsafe/faulty
measuring equipment measuring equipment measuring equipment measuring equipment
and take corrective and take corrective and take corrective and take corrective
action taken action taken action taken action taken
5. Clean, service, maintain 5. Clean, service, maintain 5. Clean, service, maintain 5. Clean, service, maintain
and store measuring and store measuring and store measuring and store measuring
equipment equipment equipment equipment
Exit Level Outcome 2: Select, use and care for engineering measuring equipment

Care for and maintain 1. Explain and discuses 1. Explain and discuses 1. Explain and discuses 1. Explain and discuses
measuring equipment basic units of measure, basic units of measure, basic units of measure, basic units of measure,
symbols and derived symbols and derived symbols and derived symbols and derived
units of measure. units of measure. units of measure. units of measure.
2. Select and use 2. Select and use 2. Select and use 2. Select and use
engineering measuring engineering measuring engineering measuring engineering measuring
equipment equipment equipment equipment
Exit Level Outcome 3: Select, use and care for engineering power tools

o Specific Outcome 1 o o Assessment Criteria o Assessment Criteria o Assessment Criteria
Select and use 1. Use appropriate power 1. Use appropriate power 1. Use appropriate power
engineering power tools tools as recommended tools as recommended tools as recommended
by the manufacturer to by the manufacturer to by the manufacturer to
meet job/task meet job/task meet job/task
requirements requirements requirements
2. Identify and take 2. Identify and take 2. Identify and take
corrective action with corrective action with corrective action with
regards to unsafe/faulty regards to unsafe/faulty regards to unsafe/faulty
power tools power tools power tools
3. Clean, service, 3. Clean, service, 3. Clean, service,
maintained and stored maintained and stored maintained and stored
4. Maintain a clean and 4. Maintain a clean and 4. Maintain a clean and
tidy work environment tidy work environment tidy work environment
5. Explain and discuss 5. Explain and discuss 5. Explain and discuss
consequences of consequences of consequences of
incorrectly using power incorrectly using power incorrectly using power
tools, tools, tools,
Engineering power tools Engineering power tools Engineering power tools
include drills (including include drills (including include drills (including
pedestal drilling machines), pedestal drilling machines), pedestal drilling machines),
grinders (including pedestal grinders (including pedestal grinders (including pedestal
grinders), sanders, brushes, grinders), sanders, brushes, grinders), sanders, brushes,
buffs, wrenches (including buffs, wrenches (including buffs, wrenches (including
impact type), jacks, impact type), jacks, impact type), jacks,
nibblers, saws (including nibblers, saws (including nibblers, saws (including
power and band saws) power and band saws) power and band saws)

o Specific Outcome 2 o Assessment Criteria o Assessment Criteria o Assessment Criteria
Check on power supply 1. Explain and discuss risks 1. Explain and discuss risks 1. Explain and discuss risks
connections to and hazards related to and hazards related to and hazards related to
equipment the various power the various power the various power
supply sources supply sources supply sources

Recognise and report 1. Report problems 1. Report problems 1. Report problems
problems, changes timorously to timorously to timorously to
and/or malfunctions appropriate personnel appropriate personnel appropriate personnel
while working Engineering power tools Engineering power tools Engineering power tools

Work safely with due 1. Take correct safety 1. Take correct safety 1. Take correct safety
care for self, fellow precautions against precautions against precautions against
workers, machines, bad connections, bad connections, bad connections,
equipment, materials damaged air and damaged air and damaged air and
and environment hydraulic hoses, hydraulic hoses, hydraulic hoses,
damaged electrical damaged electrical damaged electrical
cables, cracked discs cables, cracked discs cables, cracked discs
and worn or damaged and worn or damaged and worn or damaged
blades. blades. blades.
2. Use appropriate 2. Use appropriate 2. Use appropriate
personal protective personal protective personal protective
equipment when using equipment when using equipment when using

Exit Level Outcome 4: Apply work site practices

o Specific Outcome 1 o Assessment Criteria o Assessment Criteria
Establish the principles 1. Identify hazards in 1. Identify hazards in
of personal and job relation to worksite in relation to worksite in
safety on the worksite. accordance with the accordance with the
OHS Act; equipment, OHS Act; equipment,
electrical machinery, electrical machinery,
chemicals, fire, gas, chemicals, fire, gas,
fumes, compressed air, fumes, compressed air,
noise and product noise and product
2. Identify personal 2. Identify personal
hazards in relation to hazards in relation to
worksite; clothing, hair, worksite; clothing, hair,
footwear, jewellery, footwear, jewellery,
lifting, handling, and lifting, handling, and
occupational overuse occupational overuse
syndrome. syndrome.
3. Identify procedures in 3. Identify procedures in
relation to avoidance of relation to avoidance of
accidents; equipment, accidents; equipment,
machinery, electrical, machinery, electrical,
chemical, fire, fumes, chemical, fire, fumes,
compressed air, gas, compressed air, gas,
protective clothing, protective clothing,
storage as laid down in storage as laid down in
policy or procedure. policy or procedure.
4. Identify procedures and 4. Identify procedures and
principles of relevant principles of relevant
acts and regulations acts and regulations
relating to safety, health relating to safety, health
and welfare on worksite. and welfare on worksite.
5. Explain procedures in 5. Explain procedures in
the event of accident, the event of accident,
fire emergency as in fire emergency as in
policy or procedure policy or procedure

Demonstrate safe 1. Demonstrate safe 1. Demonstrate safe
working practices on working practices in the working practices in the
the worksite. use of machinery as use of machinery as
specified in the specified in the
manufacturer's manufacturer's
operational manual operational manual
and instructions; fences, and instructions; fences,
guards, safety devises, guards, safety devises,
operation and isolation operation and isolation
techniques techniques
2. Demonstrate safe 2. Demonstrate safe
working practices which working practices which
ensure personal safety ensure personal safety
3. Explain and 3. Explain and
demonstrate the demonstrate the
storage of hazardous storage of hazardous
materials as specified materials as specified
by manufacturer; by manufacturer;
chemicals, gas, chemicals, gas,
compressed air, compressed air,
flammable materials, flammable materials,
lubricants, paints, lubricants, paints,
sealants, cleaning fluids, sealants, cleaning fluids,
and waste materials. and waste materials.
4. Identify warning signs in 4. Identify warning signs in
relation to hazards. relation to hazards.
5. Work areas are kept 5. Work areas are kept
clean and free of clean and free of
debris; walkways, floors, debris; walkways, floors,
workbenches, platforms, workbenches, platforms,
and conveyers. and conveyers.
6. Use equipment as 6. Use equipment as
specified by specified by
manufacturer's or manufacturer's or
standard procedure; standard procedure;
electrical, mechanical, electrical, mechanical,
fluid, and radiation fluid, and radiation
demonstrate demonstrate
procedures in the event procedures in the event
of fire, accident, of fire, accident,
chemical spillage, and chemical spillage, and
emergency as laid emergency as laid
down by regulation and down by regulation and
specified on worksite. specified on worksite.
8. Explain how worksite 8. Explain how worksite
practices comply with practices comply with
Acts, Regulations, and Acts, Regulations, and
by-laws relating to by-laws relating to
health, safety and health, safety and
welfare. (OHS Act, Local welfare. (OHS Act, Local
authority by-laws.) authority by-laws.)
demonstrate demonstrate
emergency shutdown emergency shutdown
procedures procedures

Adhere and conform to 1. Explain and 1. Explain and
store procedures and demonstrate store demonstrate store
material handling procedures according procedures according
to worksite practice. to worksite practice.
demonstrate correct demonstrate correct
safety procedures to safety procedures to
storing materials. storing materials.
Exit Level Outcome 5: Describe the welding industry’s composition, its productivity requirements and communication techniques

o Specific Outcome 1 o Assessment Criteria
Identify and interpret 1. Explain and demon-
organisational structures, strate correct structure
and personal functions and person's roles, and
within the company or the consequences of
business incorrect identification,
with reference to
company policy and
requirements.
2. Explain persons and
their position in relation
to the organogram
(structure) of the com-
pany Organisational
structure includes: Top
management, middle
management and junior
management Personnel
functions include: CEO,
senior managers,
managers, team
leaders, supervisors etc.

Apply and adhere to 1. Explain and
communication demonstrate
procedures within the communication
company or business. procedures with in
relation to company
procedures.
Communication
methods: Verbal and
non- verbal

Interpret and apply 1. Explain legislative
legislative requirements requirements in
within the company or accordance with
business. company policy and
procedures. Aviation,
pressure vessels, and
other industry's
legislative requirements
conform to SAQA and
SD Act in relation to the
NQF and Career
Pathing.

Apply small business skills o Explain and
within my work demonstrate small
environment. business skills in relation
to material
procurement cost
analysis, bookkeeping
and profit control.

o Specific Outcomes 5 o Assessment Criteria
Adhere and apply 1. Explain and
security procedures demonstrate
requirements to building
access and workplace
access in relation to
security entrance
requirements.
Exit Level Outcome 6: Identify and select material to specification

Plan the identification 1. Explain and 1. Explain and 1. Explain and demon-
process to identify demonstrate the steps demonstrate the steps strate the steps in the
materials to in the identification of in the identification of identification of
specification. materials to specifi- materials to specifi- materials to specifi-
cation to be in logical cation to be in logical cation to be in logical
sequence and to job sequence and to job sequence and to job
requirements. requirements. requirements.
Exit Level Outcome 6: Identify and select material to specification

Identify materials to 1. Identification of 1. Identification of 1. Identification of
specification. materials in materials in materials in
accordance with accordance with accordance with
material specification material specification material specification
sheet as included in sheet as included in sheet as included in
work instructions. work instructions. work instructions.
2. Demonstrate all safety 2. Demonstrate all safety 2. Demonstrate all safety
precautions in relation precautions in relation precautions in relation
to work site practices to work site practices to work site practices
and procedures and procedures and procedures
3. Identify materials 3. Identify materials 3. Identify materials
marked with colour marked with colour marked with colour
code or identification code or identification code or identification
numbers. Materials to numbers. Materials to numbers. Materials to
be identified, limited to be identified, limited to be identified limited to
mild steel, and carbon mild steel, and carbon mild steel, and carbon
steels Identification steels Identification steels Identification
methods visually with methods visually with methods visually with
the aid of de-coding the aid of de-coding the aid of de-coding
systems and systems and systems and
mechanical processes. mechanical processes. mechanical processes.
Exit Level Outcome 7: Use welding definitions and symbols

Know the basics of 1. Describe and explain
welded joints and their definitions used in the
terminology. welding industry in
accordance with AWS
standards and
practices. Definitions
limited to those as
prescribed in the AW
Standards and
practices.
2. Explain and describe
different joints and their
characteristics.
3. Explain and describe
the characteristics of
welds, types of joint
preparation, weld
profile and surface
finish.

Identify and apply 1. Explain and describe
welding symbols used weld symbols used in
by industry. the industry in
accordance with AWS
instruction manual.
Welding symbols is
limited to those as
prescribed in the AW
Standards and
practices.

Sketch and describe 1. Describe and sketch
welding symbols used in weld symbols in
the industry. accordance with AWS
and work instruction
sheet. Sketches of weld
symbols can be done
on free hand sketching
or formal drawing
2. Identify and interpret
welding symbols.
Exit Level Outcome 8: Measure, estimate and calculate physical quantities and explore, describe and represent geometrical
relationships in 2-dimensions in different life or workplace context

Estimate, measure and 1. Identify and correctly 1. Identify and correctly 1. Identify and correctly 1. Identify and correctly
calculate physical read scales on the read scales on the read scales on the read scales on the
quantities to solve measuring instruments measuring instruments measuring instruments measuring instruments
problems in practical 2. Identify the appropriate 2. Identify the appropriate 2. Identify the appropriate 2. Identify the appropriate
situations. instrument to measure a instrument to measure a instrument to measure a instrument to measure a
particular quantity. particular quantity. particular quantity. particular quantity.
3. Carry out calculations 3. Carry out calculations 3. Carry out calculations 3. Carry out calculations
correctly correctly correctly correctly
4. Explain and 4. Explain and 4. Explain and 4. Explain and
demonstrate demonstrate demonstrate demonstrate
appropriate units appropriate units appropriate units appropriate units
measurement and measurement and measurement and measurement and
calculation. calculation. calculation. calculation.
Exit Level Outcome 8: Measure, estimate and calculate physical quantities and explore, describe and represent geometrical
relationships in 2-dimensions in different life or workplace context

Explore transformations 1. Describe and identify 1. Describe and identify 1. Describe and identify 1. Describe and identify
of two-dimensional properties of properties of properties of properties of
geometric figures symmetrical shapes symmetrical shapes symmetrical shapes symmetrical shapes
2. Explain and identify 2. Explain and identify 2. Explain and identify 2. Explain and identify
concepts of lines of concepts of lines of concepts of lines of concepts of lines of
symmetry in 2- symmetry in 2- symmetry in 2- symmetry in 2-
dimensional figures dimensional figures dimensional figures dimensional figures
using paper folding and using paper folding and using paper folding and using paper folding and
reflections in the lines of reflections in the lines of reflections in the lines of reflections in the lines of
symmetry. symmetry. symmetry. symmetry.
3. Explain and identify 3. Explain and identify 3. Explain and identify 3. Explain and identify
concepts of concepts of concepts of concepts of
transformation in terms transformation in terms transformation in terms transformation in terms
of reflections, of reflections, of reflections, of reflections,
translations and translations and translations and translations and
rotations using concrete rotations using concrete rotations using concrete rotations using concrete
materials. materials. materials. materials.
Exit Level Outcome 9: Weld carbon steel work-pieces using the shielded metal arc welding process in the down-hand position.

Describe the shielded 1. Explain and 1. Explain and 1. Explain and 1. Explain and
metal arc welding demonstrate the demonstrate the demonstrate the demonstrate the
process. importance of correct importance of correct importance of correct importance of correct
assembly of the assembly of the assembly of the assembly of the
shielded metal arc shielded metal arc shielded metal arc shielded metal arc
welding equipment, welding equipment, welding equipment, welding equipment,
and the consequences and the consequences and the consequences and the consequences
of incorrect assembly, of incorrect assembly, of incorrect assembly, of incorrect assembly,
with reference to the with reference to the with reference to the with reference to the
vendor requirements. vendor requirements. vendor requirements. vendor requirements.
2. Identify and explain 2. Identify and explain 2. Identify and explain 2. Identify and explain
basic and major basic and major basic and major basic and major
components of the components of the components of the components of the
shielded metal arc shielded metal arc shielded metal arc shielded metal arc
welding equipment in welding equipment in welding equipment in welding equipment in
terms of manufacturer's terms of manufacturer's terms of manufacturer's terms of manufacturer's
requirements and requirements and requirements and requirements and
standards. standards. standards. standards.
3. Identify parts and 3. Identify parts and 3. Identify parts and 3. Identify parts and
components correctly components correctly components correctly components correctly
and the implications for and the implications for and the implications for and the implications for
incorrect identification incorrect identification incorrect identification incorrect identification
are explained. are explained. are explained. are explained.
4. Explain terms and 4. Explain terms and 4. Explain terms and 4. Explain terms and
definitions used with definitions used with definitions used with definitions used with
welding terminology as welding terminology as welding terminology as welding terminology as
recorded in recorded in recorded in recorded in
international welding international welding international welding international welding
standards. Parts include: standards. Parts include: standards. Parts include: standards. Parts include:
Suitable power source, Suitable power source, Suitable power source, Suitable power source,
earth clamp, electrode earth clamp, electrode earth clamp, electrode earth clamp, electrode
holder and welding holder and welding holder and welding holder and welding
cable. cable. cable. cable.

Select, set up and 1. Identify, verify and 1. Identify, verify and 1. Identify, verify and 1. Identify, verify and
conduct pre- selection shielded metal selection shielded metal selection shielded metal selection shielded metal
operational checks of arc welding equipment arc welding equipment arc welding equipment arc welding equipment
shielded metal arc as specified on welding as specified on welding as specified on welding as specified on welding
welding equipment. procedure specification procedure specification procedure specification procedure specification
2. Identify and rectify 2. Identify and rectify 2. Identify and rectify 2. Identify and rectify
hazards relating to hazards relating to hazards relating to hazards relating to
welding process in welding process in welding process in welding process in
accordance with accordance with accordance with accordance with
standard work site standard work site standard work site standard work site
practices. practices. practices. practices.
3. Carry out pre- 3. Carry out pre- 3. Carry out pre- 3. Carry out pre-
operational checks in operational checks in operational checks in operational checks in
accordance with accordance with accordance with accordance with
manufacturer's manufacturer's manufacturer's manufacturer's
specifications. specifications. specifications. specifications.
Resources to include: Resources to include: Resources to include: Resources to include:
manufacturer's manufacturer's manufacturer's manufacturer's
operational manual, operational manual, operational manual, operational manual,
worksite practices and worksite practices and worksite practices and worksite practices and
safety and environ- safety and environ- safety and environ- safety and environ-
mental issues. mental issues. mental issues. mental issues.

Prepare work-pieces 1. Prepare work pieces 1. Prepare work pieces 1. Prepare work pieces 1. Prepare work pieces
prior to welding. prior to welding as prior to welding as prior to welding as prior to welding as
specified on drawing specified on drawing specified on drawing specified on drawing
and worksite and worksite and worksite and worksite
procedures. procedures. procedures. procedures.
2. Identify dimensions and 2. Identify dimensions and 2. Identify dimensions and 2. Identify dimensions and
alignment as specified alignment as specified alignment as specified alignment as specified
on drawing. on drawing. on drawing. on drawing.
3. Tack welds work-piece 3. Tack welds work-piece 3. Tack welds work-piece 3. Tack welds work-piece
in position as per in position as per in position as per in position as per
drawing specifications. drawing specifications. drawing specifications. drawing specifications.
4. Adhere to safety 4. Adhere to safety 4. Adhere to safety 4. Adhere to safety
precautions. precautions. precautions. precautions.
5. Inspect work-piece prior 5. Inspect work-piece prior 5. Inspect work-piece prior 5. Inspect work-piece prior
to welding. Resources to welding. Resources to welding. Resources to welding. Resources
include - Worksite include - Worksite include - Worksite include - Worksite
procedures, tools, procedures, tools, procedures, tools, procedures, tools,
equipment, safety equipment, safety equipment, safety equipment, safety
requirements, and requirements, and requirements, and requirements, and
materials. materials. materials. materials.

o Specific Outcome 4 Weld o Assessment Criteria o Assessment Criteria o Assessment Criteria o Assessment Criteria
work-pieces. 1. Select welding 1. Select welding 1. Select welding 1. Select welding
electrodes as specified electrodes as specified electrodes as specified electrodes as specified
on welding procedure on welding procedure on welding procedure on welding procedure
specification. specification. specification. specification.
2. Weld work-piece in 2. Weld work-piece in 2. Weld work-piece in 2. Weld work-piece in
position. position. position. position.
3. Adhere to safety 3. Adhere to safety 3. Adhere to safety 3. Adhere to safety
precautions during precautions during precautions during precautions during
welding process. welding process. welding process. welding process.
4. Clean work-piece after 4. Clean work-piece after 4. Clean work-piece after 4. Clean work-piece after
welding as per worksite welding as per worksite welding as per worksite welding as per worksite
practices. practices. practices practices.
Scope: Material type to Scope: Material type to Scope: Material type to Scope: Material type to
be used: May be chosen be used: May be chosen be used: May be chosen be used: May be chosen
from the range of carbon from the range of carbon from the range of carbon from the range of carbon
steels (plate only), steels (plate only), steels (plate only), steels (plate only),
applicable to the applicable to the applicable to the applicable to the
material groups 1, 2, 3 or material groups 1, 2, 3 or material groups 1, 2, 3 or material groups 1, 2, 3 or
11 [according to ISO (TR) 11 [according to ISO (TR) 11 [according to ISO (TR) 11 [according to ISO (TR)
15608). Material 15608). Material 15608). Material 15608). Material
thickness: Minimum - thickness: Minimum - thickness: Minimum - thickness: Minimum -
1,6mm. Resources 1,6mm. Resources 1,6mm. Resources 1,6mm. Resources
include: Welding include: Welding include: Welding include: Welding
equipment, tools, equipment, tools, equipment, tools, equipment, tools,
protective clothing and protective clothing and protective clothing and protective clothing and
equipment, welding equipment, welding equipment, welding equipment, welding
procedure specification, procedure specification, procedure specification, procedure specification,
materials, etc. Welding materials, etc. Welding materials, etc. Welding materials, etc. Welding
positions include: Butt positions include: Butt positions include: Butt positions include: Butt
and fillet welds in (flat and fillet welds in (flat and fillet welds in (flat and fillet welds in (flat
position: square groove position: square groove position: square groove position: square groove
butt joint vee groove butt joint vee groove butt joint vee groove butt joint vee groove
joint, lap joint, tee and joint, lap joint, tee and joint, lap joint, tee and joint, lap joint, tee and
conner joints) ( horizontal conner joints) ( horizontal conner joints) ( horizontal conner joints) ( horizontal
position: groove joint, lap position: groove joint, lap position: groove joint, lap position: groove joint, lap
joint, tee joint) joint, tee joint) joint, tee joint) joint, tee joint)

Inspect welded work 1. Remove all residues slag 1. Remove all residues slag 1. Remove all residues slag 1. Remove all residues slag
piece for defects in and spatter as specified and spatter as specified and spatter as specified and spatter as specified
compliance with in cleaning procedure. in cleaning procedure. in cleaning procedure. in cleaning procedure.
drawing specifications. 2. Welded work-piece 2. Welded work-piece 2. Welded work-piece 2. Welded work-piece
conforms to job conforms to job conforms to job conforms to job
specifications specifications specifications specifications
3. Inspection methods and 3. Inspection methods and 3. Inspection methods and 3. Inspection methods and
procedures selected procedures selected procedures selected procedures selected
are conducive to are conducive to are conducive to are conducive to
specifications. specifications. specifications. specifications.

Care for and store 1. Care for tools and 1. Care for tools and 1. Care for tools and 1. Care for tools and
welding consumables equipment as per equipment as per equipment as per equipment as per
and equipment manufacturer's manufacturer's manufacturer's manufacturer's
specifications and specifications and specifications and specifications and
stored as per worksite stored as per worksite stored as per worksite stored as per worksite
2. Store tools and 2. Store tools and 2. Store tools and 2. Store tools and
equipment to conform equipment to conform equipment to conform equipment to conform
to worksite practices. to worksite practices. to worksite practices. to worksite practices.
3. Store welding 3. Store welding 3. Store welding 3. Store welding
consumables in consumables in consumables in consumables in
accordance to worksite accordance to worksite accordance to worksite accordance to worksite
Exit Level Outcome 10: Cut materials using the oxy-fuel gas cutting process (manual cutting) and or Plasma cutting process

Describe the oxy-fuel 1. Explain and
cutting process demonstrate the
importance of correct
setting of cutting
pressures, and the
consequences of
incorrect settings
2. Identify and explain
basic and major
components of the oxy-
fuel cutting process and
equipment, function
and purpose is correct
in terms of cutting
standards.
3. Explain consequences
of incorrect start up and
shut down procedures.
4. Describe and identify
cutting characteristics
of carbon steel and the
implications for un-safe
conditions.
5. Explain terms and
definitions that are
consistent with generally
accepted cutting
terminology as
recorded in cutting
standards.

Prepare for the oxy-fuel 1. Demonstrate assembly
cutting operation of Oxy-Fuel gas
equipment and test in
accordance with
manufacturer's
instructions and specific
safety operating
procedures.
2. Demonstrate and
explain pre-operational
checks in accordance
with manufacturer's
operations manual and
specifications.
3. Cut materials to match
work instruction sheet.

Cut material. 1. Cutting of material is
carried out in
accordance with work
instruction sheet and
drawing requirements.
2. Apply and explain safety
precautions in
accordance with OHS
Act (applicable to the
cutting process).
3. Inspect end product to
conform to specifications
as reflected on drawing
or job requirement.
Defects include excessive
slag, rough cutting
surface, jagged edges,
rounded top corner.
Hazards include
flashbacks:
o Identify and correct
cutting defects.
o Material type to be used:
May be selected from
the range of carbon
steels (plate only),
applicable to the
material groups 1, 2, 3 or
11 [according to ISO (TR)
15608).
o Material thickness:
minimum - 10mm.
Positions: All
positions/directions.

Care and storage of 1. Explain the caring and
cutting equipment, storage procedures for
tools, and materials. tools, equipment in
accordance with work
site practices and
specifications.
2. Demonstrate and
explain Oxy-fuel cutting
equipment dismantled
and stored in
accordance with
manufacturer's
specification and
requirements.
Exit Level Outcome 11: Weld work pieces using the oxy-acetylene gas welding process in the down hand position

Describe and explain 1. Explain and
the oxy-acetylene gas demonstrate the
welding process. importance of correct
assembly of the oxy-
acetylene gas welding
equipment, and the
consequences of
incorrect assembly, with
reference to the vendor
requirements.
basic and major
components of the oxy-
acetylene gas welding
equipment function
and purpose is correct
in terms of vendor
requirements and
standards.
parts and components
and the implications for
not testing for leaks.
4. Explain terms and use
definitions that are
consistent with
generally accepted
welding terminology as
recorded in
international welding
standards.
Parts include: gas
cylinders, gas
regulators, flashback
arrestors, hoses, clamps,
welding torch, welding
nozzles, gas cylinder
key and soapy water.
Parts include: Welding

hoses, jubilee clamps,
gas cylinders (oxygen
and fuel gas),
regulators, welding
torch, welding nozzles,
non-return valves and
flashback arrestors.

Select, assemble and 1. Explain verification of
conduct pre identification and
operational checks of selection of oxy-
oxy-acetylene gas acetylene gas welding
welding equipment. equipment as specified
in the welding
procedure
specification.
2. Identify and rectify
hazards relating to
welding process in
accordance with
standard work site
practices.
3. Demonstrate and
explain pre-operational
checks that are carried
out in accordance with
vendor specifications
and to be leak free.
hoses, jubilee clamps, gas
cylinders (oxygen and fuel
gas), regulators, welding
torch, welding nozzles, non-
return valves and flashback
arrestors.

Prepare work-pieces 1. Prepare work-pieces
prior to welding. prior to welding as
specified on drawing
and worksite practices.
2. Check dimensions and
alignment as specified
on drawing.
3. Explain and
demonstrate how tack
work-piece are welded
in position as per
drawing specifications
4. Adhere to safety
precautions.
5. Inspect work-piece prior
to welding.
Resources include:
Worksite practices, tools,
equipment, safety
requirements and
materials

arrestors.

Weld metals with oxy- 1. Select welding filler
acetylene gas welding material as specified in
process. the welding procedure
specifications
2. Weld work-piece in
position.
3. Adhere to safety
precaution during
welding process.
4. Clean work-piece after
welding as per worksite
practices. Material type
to be used: May be
selected from the range
of carbon steels (plate
only), applicable to the
material groups 1, 2, 3 or
11 [according to ISO
(TR) 15608). Material
thickness: minimum -
1,6mm.
Resources include:
Welding equipment,
tools, protective
clothing and
equipment, welding
procedure
specification, materials
as specified on
drawings and weld filler
material. Weld positions
to include:
Butt and fillet welds in
(flat position: square
groove butt joint vee
groove joint, lap joint, tee
and conner joints)
(horizontal position:
groove joint, lap joint, tee
joint)

arrestors.

Inspect welded work 1. Remove all residues,
piece for defects flaking of material and
slag as specified in
cleaning procedure.
2. Check that welded
work-piece conform to
specifications as
reflected on drawing.
3. Inspection methods
and procedures
selected as conducive
to job requirement.
arrestors.

Care for and store 1. Explain and
welding consumables demonstrate how tools
and equipment and equipment are
cared for as per
manufacturer's
specifications and
stored as per worksite
practices.
2. Explain and
demonstrate how tools
and equipment are
stored to conform to
worksite practices.
3. Explain and
demonstrate how
welding consumables
are stored in
accordance with
worksite practices.
arrestors.
Exit Level Outcome 12: Weld carbon steel work pieces using the gas metal arc welding process in the down-hand position

Describe the gas metal 1. Explain the importance of 1. Explain the importance of
arc welding process and correct assembly of the correct assembly of the
related equipment. gas metal arc welding gas metal arc welding
equipment, and the equipment, and the
consequences of incorrect consequences of incorrect
assembly, with reference to assembly, with reference
the manufacturer's to the manufacturer's
requirements. requirements.
2. Explain and identify basic 2. Explain and identify basic
components of the gas and major components of
metal arc welding the gas metal arc welding
equipment and the equipment and the
function and purpose is function and purpose is
correct in terms of correct in terms of
manufacturer's manufacturer's
requirements and requirements and
standards. standards.
3. Identify and explain parts 3. Identify and explain parts
and equipment and the and equipment and the
implications of the implications of the
incorrect identification of incorrect identification of
parts. parts.
4. Explain terms and use 4. Explain terms and use
definitions consistent with definitions consistent with
generally accepted generally accepted
welding terminology as welding terminology as
recorded in international recorded in international
welding standards; welding standards;
Suitable power source, Suitable power source,
wire-feeder, shielding gas, wire-feeder, shielding gas,
regulator, flow-meter, regulator, flow-meter,
materials as specified on materials as specified on
drawings and weld filler drawings and weld filler
material, according to material, according to
welding procedure welding procedure
specifications. specifications.

Select, assemble and 1. Select welding filler 1. Select welding filler
conduct pre- material as specified on material as specified on
operational checks of welding procedure welding procedure
gas metal arc welding specification. specification.
equipment 2. Demonstrate work- 2. Demonstrate work-
piece welded in piece welded in
position. position.
3. Demonstrate safety 3. Demonstrate safety
precautions during precautions during
welding process. welding process.
demonstrate that demonstrate that
welding parameters are welding parameters are
established to an established to an
approved welding approved welding
procedure specification procedure specification
(WPS). (WPS).
5. Demonstrate that work- 5. Demonstrate that work-
piece are cleaned after piece are cleaned after
welding as per worksite welding as per worksite
practices. practices.

Prepare workpieces prior 1. Explain and prepare 1. Explain and prepare
to welding work-pieces prior to work-pieces prior to
welding as specified on welding as specified on
drawing and worksite drawing and worksite
2. Identify dimensions and 2. Identify dimensions and
check alignment as check alignment as
specified on drawing. specified on drawing.
3. Demonstrate tacked 3. Demonstrate tacked
work-piece welded in work-piece welded in
position as per drawing position as per drawing
4. Demonstrate all safety 4. Demonstrate all safety
precautions are precautions are
adhered to. adhered to.
5. Inspect work-piece prior 5. Inspect work-piece prior
to welding. to welding.

Weld workpieces. 1. Select welding filler 1. Select welding filler
material as specified on material as specified on
welding procedure welding procedure
specification. specification.
2. Demonstrate work- 2. Demonstrate work-
piece welded in piece welded in
position. position.
3. Demonstrate safety 3. Demonstrate safety
precautions during precautions during
welding process welding process
demonstrate that demonstrate that
welding parameters are welding parameters are
established to an established to an
approved welding approved welding
procedure specification procedure specification
(WPS). (WPS).
5. Demonstrate that work- 5. Demonstrate that work-
piece are cleaned after piece are cleaned after
welding as per worksite welding as per worksite

o Specific Outcome 5 1. o Assessment Criteria o Assessment Criteria
Inspect welded 1. Remove all welding 1. Remove all welding
workpiece for defects. spatter as specified in spatter as specified in
cleaning procedure. cleaning procedure.
2. Check that welded 2. Check that welded
work-piece conforms to work-piece conforms to
job specifications. job specifications.
3. Inspection methods and 3. Inspection methods and
procedures selected procedures selected
are conducive to are conducive to

Care for and store 1. Demonstrate and 1. Demonstrate and
welding consumables explain care of tools explain care of tools
and equipment. and equipment as per and equipment as per
vendor specifications vendor specifications
2. Demonstrate and 2. Demonstrate and
explain storage of tools explain storage of tools
and equipment to and equipment to
conform to worksite conform to worksite
3. Demonstrate and 3. Demonstrate and
explain storage of explain storage of
welding consumables in welding consumables in
accordance with accordance with
worksite practices. worksite practices.
Exit Level Outcome 13: Use language and communication in occupational learning programmes.

Find and use available 1. Identify relevant 1. Identify relevant 1. Identify relevant 1. Identify relevant
learning resources learning resources; learning resources; learning resources; learning resources;
resource centres, resource centres, resource centres, resource centres,
dictionaries, general dictionaries, general dictionaries, general dictionaries, general
texts, internet, other texts, internet, other texts, internet, other texts, internet, other
learners, videos. learners, videos. learners, videos. learners, videos.
2. Use learning resources 2. Use learning resources 2. Use learning resources 2. Use learning resources
effectively through effectively through effectively through effectively through
appropriate selection of appropriate selection of appropriate selection of appropriate selection of
information and information and information and information and
acknowledgement of acknowledgement of acknowledgement of acknowledgement of
sources. sources. sources. sources.

Use learning strategies. 1. Summarise information 1. Summarise information 1. Summarise information 1. Summarise information
to be used for learning to be used for learning to be used for learning to be used for learning
purposes. purposes. purposes. purposes.
2. Select specific 2. Select specific 2. Select specific 2. Select specific
techniques and applied techniques and applied techniques and applied techniques and applied
appropriately; mind appropriately; mind appropriately; mind appropriately; mind
maps, note taking, maps, note taking, maps, note taking, maps, note taking,
memorising, key words, memorising, key words, memorising, key words, memorising, key words,
underlining, skimming underlining, skimming underlining, skimming underlining, skimming
and scanning. and scanning. and scanning. and scanning.
3. Ask relevant questions; 3. Ask relevant questions; 3. Ask relevant questions; 3. Ask relevant questions;
checking checking checking checking
understanding, understanding, understanding, understanding,
clarifying meaning, get clarifying meaning, get clarifying meaning, get clarifying meaning, get
information, asking for information, asking for information, asking for information, asking for
help. help. help. help.

Manage occupational 1. Organise occupational 1. Organise occupational 1. Organise occupational 1. Organise occupational
learning materials. learning materials for learning materials for learning materials for learning materials for
efficient use; handouts, efficient use; videos, efficient use; videos, efficient use; videos,
textbooks, diagrams texts, handouts, texts, handouts, texts, handouts,
textbooks, charts, maps, textbooks, charts, maps, textbooks, charts, maps,
plans, and diagrams plans, and diagrams plans, and diagrams
2. Explain and 2. Explain and 2. Explain and 2. Explain and
demonstrate layout and demonstrate layout and demonstrate layout and demonstrate layout and
presentation of learning presentation of learning presentation of learning presentation of learning
materials using; materials using; Index, materials using; Index, materials using; Index,
contents pages contents page or are contents page or contents page or
effectively. used effectively. glossaries are used glossaries are used
effectively. effectively.
3. Explain technical 3. Explain technical 3. Explain technical 3. Explain technical
language/ terminology language/ terminology language/ terminology language/ terminology

Plan and gather 1. Explain information 1. Explain information 1. Explain information 1. Explain information
relevant information for gathering steps, gathering steps, gathering steps, gathering steps,
a given context and planned and planned and planned and planned and
purpose. sequencing sequencing sequencing sequencing
appropriately. appropriately. appropriately. appropriately.
2. Explain information 2. Explain information 2. Explain information 2. Explain information
gathering techniques; gathering techniques; gathering techniques; gathering techniques;
Gathering information, Gathering information, Gathering information, Gathering information,
reading/viewing, reading/viewing, reading/viewing, reading/viewing,
interviewing, observing, interviewing, observing, interviewing, observing, interviewing, observing,
and using appropriate and using appropriate and using appropriate and using appropriate
electronic sources. electronic sources. electronic sources. electronic sources.
3. Sift information for 3. Sift information for 3. Sift information for 3. Sift information for
relevance. relevance. relevance. relevance.
4. Classify, categorise and 4. Classify, categorise and 4. Classify, categorise and 4. Classify, categorise and
sort information sort information sort information sort information
5. Gather information for 5. Gather information for 5. Gather information for 5. Gather information for
given context and given context and given context and given context and
purpose purpose purpose purpose
6. Present conclusions in 6. Present conclusions in 6. Present conclusions in 6. Present conclusions in
appropriate format. appropriate format. appropriate format. appropriate format.

Function in a team 1. Active participation 1. Active participation 1. Active participation 1. Active participation
happens in group happens in group happens in group happens in group
learning situations; learning situations; learning situations; learning situations;
discussions, activities, discussions, activities, discussions, activities, discussions, activities,
workshops. workshops. workshops. workshops.
2. Responsibilities in the 2. Responsibilities in the 2. Responsibilities in the 2. Responsibilities in the
team are taken up and team are taken up and team are taken up and team are taken up and
group work conventions group work conventions group work conventions group work conventions
are applied in learning are applied in learning are applied in learning are applied in learning
situation; turn taking, situation; turn taking, situation; turn taking, situation; turn taking,
rotation of roles: rotation of roles: rotation of roles: rotation of roles:
conducting, chairing, conducting, chairing, conducting, chairing, conducting, chairing,
recording, and recording, and recording, and recording, and
reporting. reporting. reporting. reporting.
3. Practice negotiating 3. Practice negotiating 3. Practice negotiating 3. Practice negotiating
techniques techniques techniques techniques
4. Teamwork results in 4. Teamwork results in 4. Teamwork results in 4. Teamwork results in
meaningful products or meaningful products or meaningful products or meaningful products or
outcomes; reaching outcomes; reaching outcomes; reaching outcomes; reaching
consensus, completing consensus, completing consensus, completing consensus, completing
tasks. tasks. tasks. tasks.

Reflect on how 1. Identify sector and 1. Identify sector and 1. Identify sector and 1. Identify sector and
characteristics of the organisation type: organisation type: organisation type: organisation type:
workplace and o Sector/occupational o Sector/occupational o Sector/occupational o Sector/occupational
occupational context focus: Services, focus: Services, focus: Services, focus: Services,
affect learning. manufacturing, manufacturing, manufacturing, manufacturing,
financial, educational financial, educational financial, educational financial, educational
etc etc etc etc
o Organisation type: o Organisation type: o Organisation type: o Organisation type:
Government, Government, Government, Government,
parastatal, heavy/light parastatal, heavy/light parastatal, heavy/light parastatal, heavy/light
industry, large industry, large industry, large industry, large
organisation, small organisation, small organisation, small organisation, small
business. business. business. business.
2. Describe and discuses 2. Describe and discuses 2. Describe and discuses 2. Describe and discuses
features of features of features of features of
occupational occupational occupational occupational
environment environment environment environment
3. Described and discuses 3. Described and discuses 3. Described and discuses 3. Described and discuses
ways in which these ways in which these ways in which these ways in which these
features affect learning features affect learning features affect learning features affect learning
processes and/or processes and/or processes and/or processes and/or
application of learning application of learning application of learning application of learning
Exit Level Outcome 14: Use mathematics to investigate and monitor the financial aspects of personal community life.

Use mathematics to 1. Explain projected 1. Explain projected
plan and control income and income and
projected budgets and expenditure realistically. expenditure realistically.
income and 2. Carry out calculations 2. Carry out calculations
expenditure. using a calculator using a calculator
efficiently and correctly, efficiently and correctly,
and solutions obtained and solutions obtained
are verified in terms of are verified in terms of
the context. the context.
Exit Level Outcome 15: Write/present for a defined context.

Write/ communicates 1. Identify range of 1. Identify range of 1. Identify range of
for a specific audience, appropriate texts in appropriate texts in appropriate texts in
purpose and context. response to tasks or response to tasks or response to tasks or
learning activities learning activities learning activities
2. Format and content are 2. Format and content are 2. Format and content are
appropriate to the appropriate to the appropriate to the
conventions of the text conventions of the text conventions of the text
type, and to the nature type, and to the nature type, and to the nature
and level of the target and level of the target and level of the target
audience, as well as to audience, as well as to audience, as well as to
the task. the task. the task.
Format, visual Format, visual Format, visual
presentation (headings, presentation (headings, presentation (headings,
sub-headings, bullets, sub-headings, bullets, sub-headings, bullets,
numbering, font, etc), numbering, font, etc), numbering, font, etc),
appropriate dress. appropriate dress. appropriate dress.
Exit Level Outcome 15: Write/present for a defined context.

Adapt language to suit 1. Identify inappropriate 1. Identify inappropriate 1. Identify inappropriate
context. Socio-cultural, language language language
inclusivity, human rights, Excessive use of jargon, Excessive use of jargon, Excessive use of jargon,
technical/workplace, insensitive choice of insensitive choice of insensitive choice of
environmental contexts. words/signs, (gender; words/signs, (gender; words/signs, (gender;
rank; hierarchies in rank; hierarchies in rank; hierarchies in
familiar settings or familiar settings or familiar settings or
organisations; family; organisations; family; organisations; family;
sports; wealth). sports; wealth) sports; wealth).
2. Simplify complex 2. Simplify complex 2. Simplify complex
wording/ideas where wording/ideas where wording/ideas where
necessary. necessary. necessary.
SECTION 4
ASSESSMENT
4.1 Introduction
This section on assessment standardises the recording and reporting processes for
Year 1-4 learners within the framework of the adapted skills curriculum in Special
Schools that offer a skills programme. It also provides a policy framework for the
management of school based assessment and school assessment records.
It is still required of teachers to offer a differentiated form of assessment as learners

following an adapted curriculum with a skills focus have specific barriers to learning.
Since a learner or learners may be functioning on different grades or levels
(straddling), the assessment / recording / reporting system must make provision to
reflect the functioning level(s) of each leaner. Each learner, regardless of his/her
number of years in the School of Skills, must have access to the standard of
assessment best suited to his/her needs. The learner’s abilities determine what will
be expected of him/her and the pacing of instruction must accommodate the
individual learner.
4.2 Assessment Principles
4.2.1 Definition
Assessment is a continuous planned process of identifying, gathering and

interpreting information about the performance of learners, using various forms of
assessment. It involves four steps: generating and collecting evidence of
achievement; evaluating this evidence; recording the findings and using this
information to understand and thereby assist the learner’s development in order to
improve the process of learning and teaching. Assessment should be both informal
(Assessment for Learning) and formal (Assessment of Learning). In both cases
regular feedback should be provided to learners to enhance the learning
experience.
Assessment is a process that measures individual learners’ attainment of knowledge

(content, and concepts) and skills by collecting, analysing and interpreting the
data and information obtained from this process to:
o enable the teacher to judge a learner’s progress in a reliable way.
o inform learners of their strengths, weaknesses and progress.
o assist teachers, parents and other stakeholders in making decisions about the
learning process and the progress of learners.
Assessment should be mapped against the content, skills, intended aims and
assessment criterion specified in the curriculum. In both informal and formal
assessments it is important to ensure that in the course of a school year:
o all of the content is covered.
o the full range of skills is included.
o a variety of different forms of assessment are used.
4.2.2 Informal Assessment or Daily Assessment

Assessment for learning has the purpose of continuously collecting information on a
learner’s achievement that can be used to improve their learning. Informal
assessment is a daily monitoring of learners’ progress. This is done through
observations, discussions, practical demonstrations, learner-teacher conferences,
informal classroom interactions, etc. Informal assessment may be as simple as
stopping during the lesson to observe learners or to discuss with learners how
learning is progressing. Informal assessment should be used to provide feedback to
the learners and to inform planning for teaching, but need not be recorded. It
should not be seen as separate from learning activities taking place in the
classroom. Learners or teachers can mark these assessment tasks. Self-assessment
and peer assessment actively involves learners in assessment. This is important as it
allows learners to learn from and reflect on their own performance. The results of
the informal daily assessment tasks are not formally recorded unless the teacher
wishes to do so. The results of daily, informal assessment tasks are not taken into
account for progression, promotion and certification purposes.
Informal, ongoing assessments should be used to scaffold the acquisition of

knowledge and skills and should be the stepping stones leading up to the formal
tasks in the Programmes of Assessment.
4.2.3 Formal Assessment

All assessment tasks that make up a formal programme of assessment for the year
are regarded as Formal Assessment. Formal Assessment Tasks are marked and
formally recorded by the teacher for progression and certification purposes. All
Formal Assessment Tasks are subject to moderation for the purpose of quality
assurance and to ensure that appropriate standards are maintained. Formal
assessment tasks form part of a year-long formal Programme of Assessment.
a. Why use a Formal Assessment task

“Formal Assessment Task (assessment of learning)” – is a systematic way of
assessment used by teachers to determine how well learners are progressing in
a level and in a particular subject.
b. What is a Formal Assessment Task?

It is a set of questions and or instruction that learners need to respond to. A task
may consist of a range of activities. A formal task must be valid, fair and reliable
and must cover sufficient knowledge and or skills to report on the learners’
progress.
Teachers must ensure that assessment criteria are very clear to the learners
before the assessment process. This involves explaining to the learners which
knowledge and skills are being assessed and the required length of responses.
Feedback should be provided to the learners after assessment and could take
the form of whole-class discussion or teacher-learner interaction. Examples of
formal assessments include projects, oral presentations, demonstrations,
performances, tests, examinations, practical demonstrations, etc. The forms of
assessment used should be appropriate to the age and the developmental
level of the learners. The assessment tasks should be carefully designed to cover
the content and or skills of the subject. The design of these tasks should
therefore ensure that a variety of skills are assessed.
Practical Assessment Tasks allow for learners to be assessed on a regular

basis during the school year and also allow for the assessment of skills that
cannot be assessed in a written format, e.g. test or examination.
4.3 Managing Assessment
4.3.1 People Involved in Assessment

The school and the teachers have overall responsibility for the assessment
of learners. Teachers are expected to create a valid, reliable and
credible assessment process.
4.3.2 School Assessment Programme
4.3.2.1 Skills Curriculum
The Programme of Assessment is designed to spread formal assessment tasks in all

subjects in a school throughout a term.
The table below gives a guideline for the composition of formal assessment per skill
used for progression / promotion result: For promotion purposes, the year mark
(School-Based Assessment – SBA) is added to the end-of-year assessment mark.
Year X Formal School-Based Assessments Final End-of-Year

Assessments
Term 1 Term 2 Term 3 Term 4
Practical 75% * Practical 75% * Practical 75% * o Practical
Theory Theory Theory Demonstration
25% 25% 25% 75%
Pen and paper
Test
Dates: Dates: Dates: o Pen and Paper
Term Test
100% 100% 100%
Report 25%
End of CASS
Year 75% 25%
*These may consist of one or a number of smaller activities.
YEAR 1
Term Content / Activities Forms of % Formal
concept/skill Assessment Assessment
Task
Y1 Exit Level Activity 1 Practical 1 25% FAT 1
Outcomes: Demonstratio
1,2,8,9 n
(E.g. Measure, Activity 2 Practical 2 50%
cut, file flat Model
bar and or set
up welding Activity 3 Theory: Oral/ 25%
plant, strike Written
arc, safety,
tools,
measuring
equipment
and or
welding
process)
YEAR 2
Term Content/ Activities Forms of Assessment % FATs based on
concept/ activities in
skill CAPS
Term 1
Activity 1 Prac 1: Demonstration 25 %
Exit Level
Prac 2: Demonstration /
Outcomes: Activity 2 50 % FAT 1
Model
1,2,8,9
Activity 3 Theory: Oral / Written 25 %
Term 2
Exit Level
Model
1,2,6,8,9
Term 3
Exit Level
Model
1,2,3,6,8,9
Term 4
Exit Level
Model
1,2,3,6,8,9
YEAR 3
Term Content/ Activities Forms of Assessment % FATs based on
concept/ activities in
skill CAPS
Term 1
Exit Level Activity 1 Prac 1: Demonstration 25 %
Outcomes: Activity 2 Prac 2: Model 50 % FAT 1
1,2,3,6,8,9, Activity 3 Theory: Oral / Written 25 %
Term 2
Outcomes: Activity 2 Prac 2: Model 50 % FAT 2
1,2,3,6,8,9, Activity 3 Theory: Oral / Written 25 %
Term 3
Outcomes:
Activity 2 Prac 2: Model 50 % FAT 3
1,2,3,6,8,9,
12,14 Activity 3 Theory: Oral / Written 25 %
Term 4
Outcomes:
Activity 2 Prac 2: Model 50 % FAT 4
1,2,3,4,6,8,9,
12,14 Activity 3 Theory: Oral / Written 25 %
YEAR 4
Content / Forms of Assessment Formal
Term concept/ Activities % Assessment
skill Task
Term 1
Outcomes:
1,2,3,4,6,7,8, Activity 2 Prac 2: Model 50 % FAT 1
9,10,11,12,1
4 Activity 3 Theory: Oral / Written 25 %
Term 2
Outcomes:
8,9,10,11,12,
Term 3
Outcomes:
8,9,10,11,12,
Term 4
Outcomes:
8,9,10,11,12,
4.3.3 Recording and Reporting
Recording is a process in which the teacher documents the level of a learner’s

performance in a specific assessment task. It indicates learner progress towards the
achievement of the knowledge and skill. Records of learner performance should
provide evidence of the learner’s progression. Records of learner performance
should also be used to verify the progress made by teachers and learners in the
teaching and learning process. Reporting is a process of communicating learner
performance to learners, parents, schools, and other stakeholders. Learner
performance can be reported in a number of ways. These include report cards,
parents’ meetings, school visitation days, parent-teacher conferences, phone calls,
letters, class or school newsletters, etc.
Good record keeping is essential in all assessment, particularly in continuous

assessment. A record book or file must be kept up to date by each teacher. It
should contain:
o learners’ names;
o dates of assessment;
o name and description of the assessment activity;
o the results of assessment activities, according to Subject;
o comments for support purposes.
Teachers report in percentages against the subject. The various achievement levels
and their corresponding percentage bands are as shown in the table below.
Recording is a process in which the teacher documents the level of a learner’s
performance. Teachers record the actual raw marks against the task using a record
sheet. Records of learner performance should also be used to verify the progress
made by teachers and learners in the teaching and learning process. Records
should be used to monitor learning and to plan ahead.
Note: The seven point scale should have clear descriptions that give detailed
information for each level. Teachers will record actual marks against the task by
using a record sheet; and report percentages against the subject on the learners’
report cards.
Codes and percentages for reporting in Grades R – 12
Rating code Description of competence Percentage

7 Outstanding achievement 80 – 100
6 Meritorious achievement 70 – 79
5 Substantial achievement 60 – 69
4 Adequate achievement 50 – 59
3 Moderate achievement 40 – 49
2 Elementary achievement 30 – 39
1 Not achieved 0 – 29
All records must be accessible, easy to interpret, securely kept, confidential and
helpful in the teaching and reporting process. The school assessment policy
determines the details of how record books must be completed. Schools are
required to provide quarterly feedback to parents on the Programme of
Assessment, using a formal reporting tool, such as a report card. The schedule and
the report card should indicate the overall level of performance of a learner.
NOTE:
Criterion referencing is best used to describe learner’s performance in a skill.
Teachers must make use of suitable analytical rubrics when assessing a learner’s
competence for a specific skill using practical demonstrations.
4.4 Moderation of Assessment
Moderation refers to the process that ensures that the assessment tasks are fair,
valid and reliable. Moderation should be implemented at school, district, and
provincial levels if necessary. Comprehensive and appropriate moderation
practices must be in place for the quality assurance of all subject assessments. The
Formal School Based Assessment and the practical assessment tasks should be
moderated by the relevant subject specialists at the district and, if necessary,
provincial levels in consultation with the moderators at school.
Moderation serves five purposes:

1. It must ascertain whether subject content and skills have been sufficiently
covered.
2. The moderator must ensure that the correct balance of cognitive demands are
reflected in the assessments.
3. The assessments and marking are of an acceptable standard and consistency.
4. The moderator must make judgements about the comparability of learner
performance across schools; whilst recognising that teachers teach in different
ways.
5. The subject specialist/moderator must identify areas in which a teacher may
need development and support and must ensure that this support is provided.
Moderation is therefore an ongoing process and not a once-off end-of-year event.
4.5 General
This document should be read in conjunction with:
o White Paper 6 on Special Needs Education: Building an Inclusive Education and
Training System (2001),
o National policy pertaining to the programme and promotion requirements of
the National Curriculum Statement Grades R – 12; and (NPPPR) (2011)
o The policy document; National Protocol for Assessment Grades R – 12. (NPA)
(2011)
o Responding to Diversity through Curriculum and Assessment Policy Statements
(2011)
o Guidelines to Ensure Quality Education and Support in Special Schools and
Special School Resource Centres (2007)
o Operational manual to the National strategy on Screening, identification,
Assessment and support (2008)
o Guidelines for full-service/inclusive schools (2010)
SECTION 5
REFERENCE
The curriculum for Basic Welding and Metalwork is based on the following SAQA
Qualification and Unit Standards:
SAQA Qualification Title

Qualification
ID
57881 National Certificate: Welding Application and Practice
SAQA: Title
Unit Standard
Number
US ID 119744 Select, use and care for engineering hand tools
US ID 12476 Select, use and care for engineering measuring equipment
US ID 12219 Select, use and care for engineering power tools
US ID 14683 Apply work site practices
Describe the welding industry’s composition, its productivity requirements and
US ID 14722
communication techniques
US ID 14712 Identify and select material to specification
US ID 14713 Use welding definitions and symbols
Measure, estimate and calculate physical quantities and explore, describe and
US ID 12444 represent geometrical relationships in 2-dimensions in different life or workplace
context
Weld carbon steel work-pieces using the shielded metal arc welding process in
US ID 243063
the down-hand position.
US ID 243067 Cut materials using the oxy-fuel gas cutting process (manual cutting)
Weld work pieces using the oxy-acetylene gas welding process in the down
US ID 243072
hand position
Weld carbon steel work pieces using the gas metal arc welding process in the
US ID 243066
down-hand position
US ID 119460 Use language and communication in occupational learning programmes.
Use mathematics to investigate and monitor the financial aspects of personal
US ID 7469
community life.
US ID 119456 Write/present for a defined context.
Annexure 1
Suggested Tools and Equipment
Health & Safety

MUST HAVE Optional
¾ 1 or 2 piece Overall ¾ Welding helmet ¾ Leather bib ¾ Skull cap
¾ Steel capped safety ¾ Leather Apron ¾ Ear Muffs ¾ Leather anklets
boots ¾ Leather gloves ¾ Auto dark
¾ Safety Glasses welding helmet
¾ Fire extinguishers ¾ Water hose on reel ¾ First Aid kit ¾ Sand buckets
MUST HAVE
Optional
Hand Tools Hand Power Tools Machine Tools
Measuring Tools:
¾ Tape Measure ¾ Height Gauge
¾ Steel ruler ¾ Micrometer
¾ Venier Callipers ¾ Laser line gauge
Marking Out Tools:
¾ Engineering Square Set ¾ Blue marking ink
¾ Scriber ¾ Yellow Paint
¾ Boilers Marking Chalk marker
¾ Sliding bevel ¾ Chalk line
¾ Callipers: Inside & ¾ Spirit level
Outside
¾ Dividers
Cutting:
¾ Hack saw & junior ¾ Jig saw ¾ Circular band ¾ Plasma cutter
¾ Hand held tin snips ¾ Angle Grinder saw ¾ Guillotine
¾ Cole chisel ¾ Oxy/Acetyl
¾ Body punches bottles
Welding: ¾ Core wire Mig
¾ Positive welding cable ¾ Oil cooled welder
¾ Negative welding cable welder ¾ Spot welder
¾ Welding screen ¾ Inverter AC/DC ¾ Tig welding torch
welder
Grinding: ¾ 150 mm angle
¾ Grinding wheel disc grinder ¾ Sander on stand
¾ Chipping hammer ¾ 300 mm angle ¾ Die grinder
grinder
Drilling:
¾ Jobber drill bit set ¾ Hand held drill ¾ Drill press ¾ Cross drill vice
¾ High speed Hole-saws ¾ Rotary held drill ¾ Tap & die set
Joining:
¾ G clamps ¾ Sheet metal
¾ C clamp grip plier clamps
wrench ¾ Plate welding
¾ Welding magnets plier
¾ Corner jig clamp
¾ Rivet gun & rivets
Shaping / Forming:
¾ Bench grinder ¾ Finishing sander ¾ Belt sander ¾ Orbital sander
¾ Hand held files
¾ Sand paper / wire
wheels
¾ Purple scotch brite
¾ Flap wheels/ sanding
discs
Other Accessories: ¾ Scroll bender
¾ Bench vice ¾ Radio ¾ Extractor fan ¾ Roll slip bender
¾ Work benches ¾ Computer ¾ Sheet metal
¾ Extension cords ¾ Projector folder
¾ Screwdrivers ¾ Printer ¾ Compressor
¾ Hammers-ball pin ¾ 16 gig Flash drive ¾ Spray gun &
¾ Bolts, nuts and washers access
¾ Self- tapers ¾ Drawing board
Annexure 2
A Guide for Different Welding Joints
SOS SOS SOS SOS SOS

NO
YEAR YEAR 1 YEAR 2 YEAR 3 YEAR 4 COMMENT
# TERM 1 1 2 3 4 1 2 3 4 1 2 3 4
‫כ‬ Basic Drawings √ √ √ √ √ √ √ √ √ √ √ √ √ A must
Tack Weld √ √ √ √ √ √ √ √ √ √ √ √ √ A must
1 Fillet √ √ √ √ √ √ √
2 Square butt √ √ √ √ √ √ √ √ √ √
3 Single V butt √ √ √ √ √ √
4 Double V butt √ √ √ √ √ √
5 Single U butt √ √ √ √
6 Double U butt √ √ √ √ √ √
7 Single bevel butt √ √ √ √
8 Double bevel butt √ √ √ √ √
9 Single J butt √ Optional
10 Double J butt √ Optional
11 Bead (edge-seal) √ √ √ √ √ √ √ √ √
12 Stud √ √ √ √ √ √ √ √ √ √ √
13 Sealing run √ √
14 Spot √ √ √ √ √
15 Seam √ √ Optional
16 Mushed seam √ √ Optional
17 Plug √ √ √ √ √ √
18 Backing strip √ √ Optional
19 Stitch √ √ √ Optional
20 Projection √ √ Optional
Annexure 3
Model / Project Examples
Possible models (basic welding & metal) must be based on school content and resources.
Year SOS Year 1 SOS Year 2 SOS Year 3 SOS Year 4
Term 1 Paper folding Twisted Letter box Bar stool

models candle holder Bag stand Bicycle rack
Braai tongs Decretive wall stand
Garden rake hanging
Potjie pot lid bracket
holder
Term 2 Potjie pot Motor car Steel garden

holder ramps table
x Braai grid Jack stands Steel garden
chairs
Bicycle pot
plant stand
Term 3 Garden hose Wall hanging Slated outside

holder pot plant bench
Garden tools holder Steel work
x
holder Portable bench
Burglar gates braai Gates
Oil drum braai Palisade
& stand fencing

Term 4
Annexure 4
Exemplar Practical Demonstration

MITCHELLS PLAIN SCHOOL OF SKILLS
SKILL: PRACTICAL ASSESSMENT TECH 2
BASIC WELDING AND METAL WORK
TEACHER: MR A LINDEN TERM 4 DATE:
This practical assessment is marked out of 75marks. Please practice all safety requirements that
are used in the workshop if you are found breaching any of these rules during this time you will be
asked to stop and marked only on what you have done. Please ask Mr. Linden if you don’t
understand any questions.
Question 1
Cut a piece of 38 x 38 x 1,6mm square tubing 80mm long. Clean and grind all edges
making sure that no sharp edges are left behind.
Question 2
Now drill 2 x 8mm holes in this same material, 15mm from each end using the correct
drilling procedure to make holes, make sure that all holes are champhered.
Question 3
Take this piece of square tubing and make 2 weld spots on the side of the tubing where
no holes are drilled and grind away only one section of welding.
80mm
Welding weld
½ way
15mm
TECHNICAL: METAL WORKSHOP PRACTICAL ASSESSMENT TECH 3
EDUCATOR: MR A LINDEN TERM 4 DATE
This practical assessment is marked out of 75marks. Please practice all safety requirements that are
used in the workshop if you are found breaching any of these rules this during this time you will be
Question 1
Cut a piece of 40 x 40 x 5mm angle iron 75mm long. Clean and grind all edges making
sure that no sharp edges are left behind.
Question 2
Drill 1 x 8mm hole 25mm from the end and in each piece of angle iron, using the correct
procedure to drill holes, make sure that all holes are champhered.
Question 3
Take the 2 pieces of angle iron and weld on the sides as shown in the drawing making sure
no welding has gone over the sides and if so grind it away carefully.
Hole this side
Question 4
Cut 2 pieces of 0,8mm galvanized plate, 45mm high x 90 mm long and drill a hole in the
center of each piece and rivet it together.
90mm
45mm 2x 2x
TECHNICAL: METAL WORKSHOP PRACTICAL ASSESSMENT TECH 4
EDUCATOR: MR A LINDEN TERM 4 DATE:
This practical assessment is marked out of 75marks. Please practice all safety requirements that
are used in the workshop if you are found breaching any of these rules during this time you will be
Question 1
Cut a 2 piece of 40 x 40 x 2mm angle iron 60mm long. Clean and grind all edges making
sure that no sharp edges are left behind.
Question 2
Drill 2 holes 8mm holes, 15mm from each end using the correct procedure to drill holes,
make sure that all holes are champhered.
Question 3
Take the 2 pieces of angle iron and weld on the both edges of the material making sure
that the holes are lined up and grind only one side properly.
Hole this side Hole this side
Question 4 weld both sides
Cut 2 pieces of 0.8 galvanized plate into two triangles all sides must be 60mm long drill a
hole in the center of each piece and rivet it together
ANNEXURE 5
Exemplar Practical Models/ Projects

TEACHER: MR. A
TECHNICAL: BASIC WELDING & METAL WORK
LINDEN
PRACTICAL PROJECT 2013 2ND YEAR LEARNERS TERM: 2&3
Twisted Table Top Candle Holder (wall mounted)
Material list Materials to be
12mm square bar 6x6000 used
@106.00/6000=R636.00
10mm round bar 5x6000 Round solid bar
@48/6000=R240.00 Black oxidized
½ kg welding rods R59.00 paint
90mm pole caps
@R1.29/cap=R116.16 Tools to be used
5l black paint =R297.00 Hack saw
5l thinners = 152.57 Square
Total=R1500.16 marking chalk
14% vat =R210.00 Welder
R1710.18 helmet
The cost per learner @ 20= files
R85.29 drawing
welding rods
scroll bender
Safety standards
Learners must
adhere to all
safety standards
and practices
Brief Description (single project) on the methodology of the workshop

Method: as this is the learner’s introduction into BW&M, the focus is on each one’s ability to
establish themselves in the workshop. This project will be able to test the learners in all areas and
make them accountable for the product. The need to read a drawing and to measure
accurately will be put to the test; however the emphasis is on how the learner will adapt to
learning a skill and able to work in a team environment and most of all to communicate with the
educator for the completion of the project.
EDUCATOR: MR. A
LINDEN
PRACTICAL PROJECT 2013 3rd YEAR LEARNERS TERM: 2&3
Wall Mounted Candle Holder
12mm square bar 10x6000 used
@106.00/6000=R1060.00 Flat mild steel
10mm round bar 20x6000 Flat sheet metal
@48/6000=R960.00 Round solid bar
5 kg welding rods R114.00 Black oxidized
5l black paint =R297.00 paint
5l thinners = 152.57
Total=R2583.16 Tools to be used
ADD Photo! 14% vat =R361.00 Cut off saw
R 2944.62 grinder
The cost per learner @ 20= Square
R147.23 marking chalk
Welder
helmet
files
drawing
welding rods
scroll bender
Safety standards
Learners must
adhere to all
safety standards
and practices
Brief Description(single project) on the methodology of the workshop

Method: the learners are now workshop trained; however the need for them to work more
accurately and neater comes into play in this year and this will be main area that will be
highlighted in this period. The completion of the project is relevant but what is of great importance
is appearance and presentation, strict evaluation will take place when these projects are
assessed.
TECHNICAL: BASIC WELDING & METAL WORK EDUCATOR: MR. A LINDEN
PRACTICAL PROJECT 2013 4th YEAR LEARNERS TERM: 2&3
Victorian bicycle pot plant stand
10mm round bar 14x6000 used
@48/6000=R672.00 Flat mild steel
20x3 flat bar 4x6000@ Wooden slats
R63/6000=R1008.00 Black oxidized
Full sheet expanded =R597.00 paint
5 kg welding rods R114.00
5l black paint =R297.00 Tools to be used
5l thinners = 152.57 Cut off saw
Total=R2840.16 grinder
14% vat =R397.00 Square
R3237.60 marking chalk
The cost per learner @ 19= Welder
R170.23 helmet
Learners to bring their own files
26inch bicycle wheel for drawing
project to keep costs down welding rods
scroll bender
Safety standards
Learners must
adhere to all
safety standards
and practices
Brief Description( single project) on the methodology of the workshop

Method: learners are now in the final stages of applying all their basic knowledge and skills to
produce a project. What is critical at this stage is that team work has to be maintained to get
work done and without the proper communication this will not be achieved, the 2 years prior
practical knowledge will be needed to complete this project. 2 team project was considered
because of the large volume of learners in the classes.
EDUCATOR: MR. A
LINDEN
PRACTICAL PROJECT 2013 4th YEAR LEARNERS TERM: 2&3
Quotation sheet for practical projects

Name of Project:
TIME
TAKEN TO
MATERIAL MATERIAL TOOLS USED
# PRODUCE
LIST PRICE IN PRODUCTION
PROJECTS
1 All safety procedures are
necessary. Tape measure
2 and marking chalk to
measure material sizes.
3 Hacksaw to cut material to
required lengths. File to
4
clean of unwanted sharp
edges and get material to
5
required length
6
10
Annexure 6
Assessment Instrument (Model-Generic)
*** SCHOOL OF SKILLS

SKILL:
BASIC WELDING AND TEACHER:
METALWORK
ASSESSMENT MODEL: PRACTICAL PROJECT
NAME OF LEARNER: DATE: / / CLASS:
PICTURE/DRAWING OF PRACTICAL
Teacher’s Comments
ASSESSMENT
Fundamental Knowledge for starting a Practical project Total

Does learner identify and apply safety equipment to start the practical project 5
Can the learner identify and use the tools to do the project 5
Has the learner followed safety procedures during manufacturing of practical project 5
Can the learner interpret the drawing to manufacture practical project 5
Does the learner’s final project measure up to the picture/drawing that is supplied 5
RATING SCALE for Practical Projects
# SKILLS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total
1 Measure
2 Cutting
3 Welding
4 Grinding
5 Drilling
Practically Assessed
Fundamental Assessed Knowledge = 25 100
15 x 5= 75
Annexure 7
Welding illustrations

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Adapted Curriculum and Assessment Policy Statement

Basic Welding and Metal Work

Introduction to Basic Welding and Metal Work ....................................................... 7

Annexure 1: Suggested Tools and Equipment ....................................................... 90

INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT

General aims of the South African Curriculum

(c) The National Curriculum Statement Grades R - 12 is based on the following

(e) Inclusion and the National Curriculum Statement

Inclusivity should become a central part of the organisation, planning and

1.3 The introduction of the Skills Qualification

1.4 Time Allocation

1.5 A Learning Programme

14 credits 12 credits 14 credits 14 credits 2 credits 2 credits 2 credits 60 credits

4 One (1) credit equals 10 hours of notional time

INTRODUCTION TO BASIC WELDING AND METAL WORK

o Use and apply basic mechanical and welding technology, techniques,

2.4 Exit Level Outcomes:

The learner is able to:

Exit Level Outcome 2

Exit Level Outcome 3

Exit Level Outcome 4

The second category is based in the learner’s ability to demonstrate basic

The learner is able to:

Exit Level Outcome 7

Exit Level Outcome 8

The learner is able to:

Exit Level Outcome 10

Exit Level Outcome 11

Exit Level Outcome 12

The learner is able to:

Exit Level Outcome 14

Exit Level Outcome 15

Exit Level Outcomes Year 1 Year 2 Year 3 Year 4

UNPACKING THE EXIT LEVEL OUTCOMES

Exit Level Outcome 1 Outcome Range

Specific Outcome 4 Assessment Criterion 1

Exit Level Outcome 7 Specific Outcome 1 Assessment Criterion 1

Exit Level Outcome 8 Specific Outcome 1 Assessment Criterion 1

Exit Level Outcome 10 Specific Outcome 1 Assessment Criterion 1

Exit Level Outcome 12 Specific Outcome 1 Assessment Criterion 1

Exit Level Outcome 15 Outcome Range

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Engineering power tools Engineering power tools Engineering power tools

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4

Year 1 Orientation Year 2 Year 3 Year 4