Fitting and Turning

NATIONAL CERTIFICATES (VOCATIONAL)
ASSESSMENT GUIDELINES
FITTING AND TURNING
NQF LEVEL 3
IMPLEMENTATION: JANUARY 2014

Fitting and Turning NCV Level 3 Assessment Guidelines (January 2014) National Certificates (Vocational)
FITTING AND TURNING - LEVEL 3

CONTENTS
SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 Assessment in the National Certificates (Vocational)

2 Assessment framework for vocational qualifications
2.1 Internal continuous assessment (ICASS)
2.2 External summative assessment (ESASS)
3 Moderation of assessment
3.1 Internal moderation
3.2 External moderation
4 Period of validity of internal continuous assessment (ICASS)
5 Assessor requirements
6 Types of assessment
6.1 Baseline assessment
6.2 Diagnostic assessment
6.3 Formative assessment
6.4 Summative assessment
7 Planning assessment
7.1 Collecting evidence
7.2 Recording
7.3 Reporting
8 Methods of assessment
9 Instruments and tools for collecting evidence
10 Tools for assessing student performance
11 Selecting and/or designing recording and reporting systems
12 Competence descriptions
13 Strategies for collecting evidence
13.1 Record sheets
13.2 Checklists
SECTION C: ASSESSMENT IN MATERIALS
1 Schedule of assessment
2 Recording and reporting
3 Internal assessment of Subject Outcomes in Fitting and Turning – Level 3
4 Specifications for the external assessment in Fitting and Turning – Level 3
4.1 Integrated summative assessment task (ISAT)
4.2 National examination.
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Department of Higher Education and Training
SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES
This document provides the lecturer with guidelines to develop and implement a coherent,
integrated assessment system for the subject Fitting and Turning Level 3 in the National
Certificates (Vocational). It must be read with the National Policy Regarding Further Education and
Training Programmes: Approval of the Documents, Policy for the National Certificates (Vocational)
Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF). This assessment
guideline will be used for National Qualifications Framework Levels 2-4.
This document explains the requirements for internal and external subject assessment. The
lecturer must use this document with the Subject Guidelines: Fitting and Turning Level 3 to prepare
for and deliver Fitting and Turning. Lecturers should use a variety of resources and apply a range
of assessment skills in the setting, marking and recording of assessment tasks.
SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)
1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

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

 Integration
To adopt a unified approach to education and training that will strengthen the human resource
development capacity of the nation.
 Relevance
To be dynamic and responsive to national development needs.
 Credibility
To demonstrate national and international value and recognition of qualification and acquired
competencies and skills.
 Coherence
To work within a consistent framework of principles and certification.
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 Flexibility
To allow for creativity and resourcefulness when achieving Learning Outcomes; to cater for
different learning styles and use a range of assessment methods, instruments and techniques.
 Participation
To enable stakeholders to participate in setting standards and co-ordinating the achievement of the
qualification.
 Access
To address barriers to learning at each level in order to facilitate students’ progress.
 Progression
To ensure that the qualification framework permits individuals to move through the levels of the
national qualification via different, appropriate combinations of components of the delivery system.
 Portability
To enable students to transfer credits of qualifications from one learning institution and/or employer
to another.
 Articulation
To allow for vertical and horizontal mobility in the education system when accredited pre-requisites
have been successfully completed.
 Recognition of Prior Learning
To grant credits for a unit of learning following an assessment or if a student possesses the
capabilities specified in the outcomes statement.
 Validity of assessments
To ensure that assessment covers a broad range of the knowledge, skills, values and attitudes
(KSVAs) needed to demonstrate applied competency. This is achieved through:
 clearly stating the outcome to be assessed;
 selecting the appropriate or suitable evidence;
 matching the evidence with a compatible or appropriate method of assessment; and
 selecting and constructing an instrument(s) of assessment.
 Reliability
To ensure that assessment practices are consistent so that the same result or judgement is arrived
at if the assessment is replicated in the same context. This demands consistency in the
interpretation of evidence; therefore, careful monitoring of assessment is vital.
 Fairness and transparency
To verify that no assessment process or method(s) hinders or unfairly advantages any student.
The following could constitute unfairness in assessment:
 Inequality of opportunities, resources or teaching and learning approaches;
 Bias based on ethnicity, race, gender, age, disability or social class;
 Lack of clarity regarding Learning Outcome being assessed;
 Comparison of students’ work with that of other students, based on learning styles and
language.
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 Practicability and cost-effectiveness

To integrate assessment practices within an outcomes-based education and training system and
strive for cost and time-effective assessment.
2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

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

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

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

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

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

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

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

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

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

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

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

LECTURER ASSESSMENT
different contexts, such as individual work, group work, etc.
Students assess their own performance against given criteria in different

SELF-ASSESSMENT
contexts, such as individual work, group work, etc.
Students assess another student or group of students’ performance

PEER ASSESSMENT against given criteria in different contexts, such as individual work, group
work, etc.
Students assess the individual performance of other students within a

GROUP ASSESSMENT group or the overall performance of a group of students against given
criteria.
9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of
Evidence (PoE).
The following table summarises a variety of methods and instruments for collecting evidence. A
method and instrument is chosen to give students ample opportunity to demonstrate that the
Subject Outcome has been attained. This will only be possible if the chosen methods and
instruments are appropriate for the target group and for the Specific Outcome being assessed.
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METHODS FOR COLLECTING EVIDENCE

Observation-based Task-based Test-based
(Less structured) (Structured) (More structured)
 Observation  Assignments or tasks  Examinations
 Class questions  Projects  Class tests
 Lecturer, student,  Investigations or  Practical
parent discussions. research examinations
Assessment
 Case studies  Oral tests
instruments
 Practical exercises  Open-book tests.
 Demonstrations
 Role-play
 Interviews.
 Observation sheets  Checklists  Marks (e.g. %)
Assessment tools  Lecturer’s notes  Rating scales  Rating scales (1-7).
 Comments.  Rubrics.
 Focus on individual Open middle: Students Students answer the
students produce the same same questions in the
 Subjective evidence evidence but in different same way, within the
Evidence based on lecturer ways. same time.
observations and Open end: Students
impressions. use same process to
achieve different results.
10 TOOLS FOR ASSESSING STUDENT PERFORMANCE

Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10 or
50%) is defined in detail. The detail is as important as the coded score. Traditional marking,
assessment and evaluation mostly used rating scales without details such as what was right or
wrong, weak or strong, etc.
Task lists and checklists show the student what needs to be done. These consist of short
statements describing the expected performance in a particular task. The statements on the
checklist can be ticked off when the student has adequately achieved the criterion. Checklists and
task lists are useful in peer or group assessment activities.
Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum
level of acceptable performance or achievement for each criterion. Using rubrics is a different way
of assessing that cannot be compared to tests. Each criterion described in the rubric must be
assessed separately. Mainly two types of rubrics are used, namely holistic and analytical.
11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

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

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

The lecturer observes students working in a group. These observations are recorded in a summary
table at the end of each project. The lecturer can design a record sheet to record observations of
students’ interactive and problem-solving skills, attitudes towards group work and involvement in a
group activity.
13.2 Checklists
Checklists should have clear categories to ensure that the objectives are effectively met. The
categories should describe how the activities are evaluated and against what criteria they are
evaluated. Space for comments is essential.
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ASSESSMENT IN FITTING AND TURNING
LEVEL 3
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SECTION C: ASSESSMENT IN FITTING AND TURNING LEVEL 3
1. ASSESSMENT SCHEDULE AND REQUIREMENTS

Internal and external assessments are conducted and the results of both contribute to the final
mark of a student in the subject.
The internal continuous assessment (ICASS) mark accounts for 50 percent and the external
examination mark for 50 percent of the final mark. A student needs a minimum final mark of 50
percent to enable a pass in the subject.
1.1 Internal assessment

Lecturers must compile a detailed assessment plan and assessment schedule of internal
assessments to be undertaken during the year in the subject (e.g. date, assessment task/or
activity, rating code/marks allocated, assessor, moderator).
All internal assessments are then conducted according to the plan and schedule using appropriate
assessment instruments and tools for each assessment task (e.g. tests, assignments, practical
tasks/projects and memoranda, rubrics, checklists).
The marks allocated to both the minimum number of practical and written assessment tasks
conducted during the internal continuous assessment (ICASS) are kept and recorded in the
Portfolio of Evidence (PoE) which is subjected to internal and external moderation.
A year mark out of 100 is calculated from the ICASS marks contained in the PoE and submitted to
the DHET on the due date towards the end of the year.
The following internal assessment units currently GUIDE the internal assessment of Fitting and
Turning Level 2.
Minimum time and % contribution to

Scope of assessment
Type of proposed mark the year
Time- allocation
TASKS assessment Do not confuse the weightings of topics in the
frame
activity (*can be increased but Subject Guidelines with the % contribution to the
not reduced) year mark
1 Term 1 Test 1 hour (50 marks) Topics completed in Term 1 10
Practical Determined by the
One or more of the topics
2 Term 1 Assessment/ scope and nature of the 25
completed as an assignment
Assignment task
Practical Determined by the
One or more of the topics
3 Term 2 Assessment/ scope and nature of the 25
completed as an assignment
Assignment task
Topics completed in Term 1
4 Term 2 Test* 1 hour (50 marks) 10
and 2
As per external
Topics completed to date
Internal examinations
5 Term 3 (P1 =15 & P2=15, where 30
Examination* (P1 & P2 where
applicable)
applicable)
TOTAL 100
Specifications for internal assessment may change over time. A separate internal assessment
guideline document ‘Guidelines for the Implementation of Internal Continuous Assessment
(ICASS) in the NC(V) qualifications at FET Colleges’ has been developed, and is updated and
available on the Departmental website. The conduct and administration of internal assessments
must always comply with specifications contained in the most current version of the guideline
document.
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2 RECORDING AND REPORTING
Fitting and Turning is assessed according to five levels of competence. The level descriptions are
explained in the following table.
Scale of Achievement
for the Vocational
RATING MARKS %
component
RATING CODE
5 Outstanding 80 - 100
4 Highly competent 70 - 79
3 Competent 50 - 69
2 Not yet competent 40 - 49
1 Not achieved 0 - 39
The planned and scheduled assessment should be recorded in the lecturer’s Portfolio of
Assessment (PoA) for each subject. The minimum requirements for the lecturer’s Portfolio of
Assessment should be as follows:
 Lecturer information
 A contents page
 Subject and Assessment Guidelines
 A subject Year plan /Work scheme/Pace Setter
 A subject assessment plan
 Instrument(s) (tests, assignments, practical) and tools (memoranda, rubrics, checklists) for each
assessment task
 A completed pre-moderation checklist for each of the ICASS tasks and their accompanying
assessment tools
 A completed post-moderation checklist once the task has been administered and assessed
 Subject record sheets per level/class reflecting the marks achieved by students in the ICASS
tasks completed
 Evidence of review – diagnostic and statistical analysis, including notes on improvement of the
task for future use
The college could standardise these documents.
The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as follows:
 Student information/identification
 Declaration of authenticity form – duly completed (signed and dated)
 A contents page/list of content (for accessibility)
 A subject assessment schedule
 The evidence of marked assessment tasks and feedback according to the assessment
schedule
 A summary record of results showing all the marks achieved per assessment for the subject
 Evidence of moderation (only where applicable for students whose tasks were moderated)
Where tasks cannot be contained in the Portfolio of Evidence (PoE), their exact location must be
recorded and they must be readily available for moderation purposes.
The following units guide internal assessment in Fitting and Turning Level 3.
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3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN FITTING AND TURNING –

LEVEL 3
Topic 1: Bearings
SUBJECT OUTCOME
1.1 Explain correct safety procedures and care when maintaining bearings in machines and
equipment
ASSESSMENT STANDARDS LEARNING OUTCOMES
 The worksite health and safety practices are  Explain worksite health and safety practices.
explained.
Range:
Safety procedures include excerpts from the
Driven Machinery Regulations. Safety
measures include the impact on human beings,
machines, equipment, materials and the
environment.
 The importance of a clean working area is  Explain the importance of a clean working area.
explained.
 Good housekeeping is explained.  Explain good housekeeping.
 The safety precautions before and after  Explain the safety precautions before and after
replacing bearings are explained. replacing bearings.
Range:
Bearing safety includes the application of
personal protective equipment, assembly,
dismantling start-up procedures, protective
guards and other best practice procedures.
 The necessity for using correct tools,  Explain why it is necessary to use correct tools,
equipment and cleaning materials is explained. equipment and cleaning materials.
 Appropriate safety clothing is identified and  Identify appropriate safety clothing and explain
their importance explained. its importance.
ASSESSMENT TASKS OR ACTIVITIES

 Observation
 Assignments or tasks
 Projects
 Practical exercises
 Demonstrations
SUBJECT OUTCOME
1.2 Demonstrate an understanding of plain and anti-friction bearings.
 The functions of bearings are explained  Explain the functions of bearings
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 The different types of plain (sliding) bearings are  Identify the different types of plain (sliding)
identified. bearings.
Range:
Types of plain (sliding) bearings include pedestal
bearing; plain split bearing; plumber-block
bearing; taper bearing; hanger bearing; single and
multi-collar thrust bearings; footstep bearing;
Mitchell thrust bearing and machine slides.
 The advantages and disadvantages of plain  State the advantages and disadvantages of
(sliding) bearings are stated. plain (sliding) bearings.
Range:
Includes the ability to differentiate between solid
and split bearings and bushes
 Plain bearings are categorised according to load  Categorise plain bearings according to load
carrying ability. carrying ability.
Range:
Radial, thrust and combined loads.
Load-types are demonstrated with the aid of
sketches.
 The properties and applications of plain bearing  Describe the properties and applications of
materials are described. plain bearing materials
Range:
The properties include embeddability, load
capacity, thermal conductivity, cost, fatigue
strength, corrosion resistance, compatibility,
conformability.
Applications of plain bearing materials include
cast-iron, bronze, white metal, nylon and tufnol.
 The following rolling bearings are identified from a  Identify the following rolling bearings from a
given drawing and named: given drawing and name them.
Range:
Rolling bearings include single and double row
radial ball bearing, single and double row radial
cylindrical roller bearing, thrust ball and roller
bearing (single and double row), single row
angular contact ball bearing, spherical (barrel)
roller bearing, tapered roller bearing, self-aligning
bearing (ball and roller), needle roller bearings.
 Advantages and disadvantages of anti-friction  State the advantages and disadvantages of
bearings are stated. anti-friction bearings.
 The different types of bearing seals are  Discuss the different types of bearing seals.
discussed.
Range:
Includes shields and seals which are removable
and non-removable, rubber-types, metal,
stainless steel, and synthetic material-types, and
pre-packed types.
 The main components of anti-friction bearings are  Identify and name the main components of
identified and named. anti-friction bearings.
Range:
All components.

 Knowledge questionnaire
 Assignment/presentation
 Interview (oral) in order to evaluate ability to recall information
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SUBJECT OUTCOME
1.3 Plan and prepare for bearing replacement.
 Documents are obtained and bearing history  Obtain documents and investigate bearing
investigated. history.
 Engineering drawings are interpreted.  Interpret engineering drawings.
 Maintenance schedule is determined.  Determine maintenance schedule.
 The types of bearings are identified.  Identify type of bearing.
 The appropriate tools and equipment for the job  Identify appropriate tools and equipment for the
are identified. job.
 The bearing replacement that must be  Explain bearing replacement to be completed.
completed is explained.

 Knowledge questionnaire
 Assignment/presentation
 Interview (oral) in order to evaluate ability to recall information
SUBJECT OUTCOME
1.4. Prepare site and equipment for bearing replacement.
 Equipment is isolated electrically from other  Isolate equipment electrically from other energy
energy sources. sources.
 Equipment is isolated mechanically from other  Isolate equipment mechanically from other
energy sources. energy sources.
 The appropriate tools and equipment are  Select appropriate tools and equipment.
selected.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
1.5. Check bearings
 Bearings assemblies are inspected for  Inspect bearing assemblies for conformance to
conformance to manufacturer’s specifications. manufacturer’s specifications.
 The bearing lubrication is checked.  Check bearing lubrication.
 The bearing cooling devices are checked.  Check bearing cooling devices.
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 Bearing diagnostic equipment is used to  Determine/establish bearing conditions using

establish bearing conditions. diagnostic equipment.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
1.6 Maintain, remove, inspect and install bearings.
Range:
 Description of the main parts, practical uses, mounting procedures, adjustment and operation of all
plain bearings.
 The maintenance of plain bearings includes causes of bearing failure and overheating; procedures for
taking up wear.
 Maintenance on plain (sliding) bearings may include work on a pedestal bearing; plain split bearing;
plumber-block bearing; taper bearing; hanger bearing; single and multi-collar thrust bearings; footstep
bearing; Mitchell thrust bearing and machine slides.
 Maintenance on rolling or anti-friction bearings includes work on single and double row radial ball
bearing, single and double row radial cylindrical roller bearing, thrust ball and roller bearing (single and
double row), single row angular contact ball bearing, spherical (barrel) roller bearing, tapered roller
bearing, self-aligning bearing (ball and roller), needle roller bearings.
 Maintenance/removal/installation of anti-friction bearings includes fitting, mounting, describing bearing
failures and cleaning procedures.
 Removal includes use of screw puller, impact puller, hydraulic puller and puller plates, use of hydraulic
press or hammer.
 Mounting/installation – onto shaft/housing – heating methods (oil bath, heating lamps, induction
heater) and use of hydraulic press or hammer and punch/sleeve.
 The bearings and/or assemblies are removed.  Remove bearings and/or assemblies.
 The bearing parts are identified.  Identify the bearing parts.

 The bearing assemblies are stripped.  Strip bearing assemblies.
Range: Removal – use of screw puller, impact
puller, hydraulic puller and puller plates
 The bearing and associated parts are cleaned  Clean bearings and associated parts.
using proper cleaning procedures (no spinning
of bearing, use of pressurised air is prohibited)
 The bearings are inspected for damage and  Inspect for damage and wear.
wear.
Range: Inspection of bearings includes
inspection of bearing assemblies for
conformance to specifications, bearing
lubrication checks, bearing cooling checks.
 The bearing parts to replace are selected.  Select bearing parts to replace.
 The fitting equipment is selected.  Select fitting equipment.
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 The bearing assemblies are installed in  Install bearing assemblies in accordance with
accordance with manufacturer’s specifications. manufacturer’s specifications.
Range: Mounting/installation – onto
shaft/housing – heating methods (oil bath,
heating lamps, induction heater).
 The locking devices are secured in accordance  Secure locking devices in accordance with
with machine requirements. machine requirements.
 The correct sequence of activities to follow  Explain and perform correct sequence of
when maintaining bearings is explained and activities to follow when maintaining bearings
performed
 Possible incorrect decisions that can be taken  Describe possible incorrect decisions that can
during the maintaining of bearings are be taken during the maintaining of bearings.
described.
 The implications of incorrect sequencing of  Explain the implications of incorrect sequencing
activities and operations are explained of activities and operations.
Range:
Correct bearing handling procedures are
demonstrated; pre-load methods include
deadweight, spring and solid clamping and
handling conditions related to safety of self and
efficiency of bearing

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
1.7 Conduct quality checks after installation and record information.
 The replacement parts are checked.  Check replacement parts.
 The replacement parts are tested.  Test replacement parts.
 During the quality checking process,  Apply appropriate safety practices during the
appropriate safety practices are applied. quality checking process.
 A new file is opened and named or an existing  Open a new file and name it or use an existing
file is used. file.
 Information on the completed job is accurately  Accurately record information on the completed
recorded. job.
 The information is stored in a safe place.  Store information in a safe place.

 Observation
 Projects
 Demonstrations
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Topic 2: Couplings
SUBJECT OUTCOME
2.1 Work safely with couplings
• Worksite health, safety and environmental • Explain and apply worksite health, safety and
protective practices are explained and applied. environmental protective practices.
Range:
Safety procedures include excerpts from the Driven
Machinery Regulations. Safety measures include
the impact on human beings, machines, equipment,
materials and the environment.
• Good housekeeping is applied. • Apply good housekeeping.
 The best practice safety measures for working • Recall best practice safety measures for
with couplings are recalled. working with couplings.
Range:
Coupling/machine safety includes the application of
personal protective equipment, assembly,
dismantling start-up procedures, protective guards
and other best practice procedures.
• Awareness of the need to keep equipment, • Demonstrate awareness of the need to keep
materials and machines clean after use is equipment, materials and machines clean after
demonstrated. use.
• Personal protective equipment is worn during • Wear personal protective equipment during the
the maintenance and overhaul of couplings. maintenance and overhaul of couplings.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
2.2 Demonstrate an understanding of couplings.
• The working principle/s, function and • List the working principle/s, function and
application of couplings are listed. application of couplings.
Range:
Guidelines for demonstrating and understanding of
couplings include: Explanation of the difference in
operation between a coupling and a clutch
• Correct terminology associated with couplings • Use correct terminology associated with
is used. couplings.
• Various types and applications of couplings are • List the various types and applications of
listed. couplings.
Range:
 Classification of the different types of couplings
into THREE main groups, namely
17
rigid/permanent; flexible and self-aligning types.

A description (with the aid of given drawings) of
the different types of couplings should be
included for fixed/permanent types (flange,
marine, chain, gear, Oldham fluid types);
flexible types (Raffard, pin- and rubber-bush,
rubber belt, Bibby, tyre coupling (fenner flex),
spider, nylon sleeve, metal disc); self-aligning
types (universal or Hooke’s coupling, CV-joint).
 A description should also include an
explanation of the application and construction
of each type, with examples.
 Identification of sub-components of each
coupling type.
• Different conditions under which certain types • Explain the different conditions under which
of couplings are used in engineering systems, certain types of couplings are used in
are explained engineering systems.
• The different types of misalignment are • Describe the different types of misalignment
described and techniques explained for and explain techniques for achieving coupling
achieving coupling alignment after re-assembly alignment after re-assembly to the machine or
to the machine or engineering system. engineering system.
Range: A brief description of the assembly and
alignment of couplings. Note that types of
misalignment may be described (angular, radial,
axial). This should include a brief description of the
various aligning techniques (simple, double-clock
and laser alignment).
• Common faults and remedies associated with • List common faults and remedies associated
the use of couplings on machines are listed. with the use of couplings on machines.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
2.3 Plan and prepare materials and equipment for the dismantling and repair of couplings.
• Drawings and work instructions for the job are • Interpret drawings and work instructions for the
interpreted job
• Components and consumables are selected for • Select components and consumables for the
the job. job.
• The correct coupling and/or clutch or • Identify the correct coupling and/or clutch or
associated components (where applicable) are associated components (where applicable) for
identified for the job. the job.
• Typical manufacturers’ specification sheets • Read and understand typical manufacturers’
and/or prescribed guidelines are read and specification sheets and/or prescribed
understood. guidelines.
 Correct and safe methods are applied for the  Apply correct and safe methods for the
maintenance, repair and overhaul of couplings. maintenance, repair and overhaul of couplings
18

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
2.4 Dismantle, assemble and align couplings
Range:
 This task may be simulated with a typical workshop coupling station.
 A typical flange-type coupling may be used for this purpose although a Bibby or similar-type may be
used.
 Alignment method should be basic with the aid of an engineering square, feather gauge and feelers
(clock gauge is optional)
• The coupling is removed from the machine. • Remove the coupling from the machine.
• The coupling is inspected on-site or in the • Inspect the coupling on-site or in the repair
repair workshop. workshop.
• The coupling is dismantled according to the • Dismantle the coupling according to the
prescribed method. prescribed method.
• The components are inspected for wear and • Inspect the components for wear and evaluate
their condition is evaluated. the condition.
• The coupling is lubricated and re-assembled • Lubricate and re-assemble the coupling
according to the prescribed method according to the prescribed method
• The coupling is refitted and aligned to the • Refit and align the coupling to the machine or
machine or engineering system engineering system
• The finishing processes are conducted in • Conduct finishing processes in preparation for
preparation for quality inspection. quality inspection.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
2.5 Apply quality checks and store equipment.
• Factors associated with quality checking of • Identify factors associated with the quality
completed assembly work for couplings are checking of completed assembly work for
identified. couplings.
• A report is written. • Write a report.
19
• The tools and equipment are cleaned. • Clean tools and equipment.
• The lubricating oil is applied sparingly to the • Apply lubricating oil sparingly to equipment for
equipment for preservation. preservation.
• The equipment is stored and placed in a • Store equipment and place equipment in a
toolbox and/or returned to store-room toolbox and/or return to store-room.

 Observation
 Projects
 Demonstrations
Topic 3: Brakes and Clutches
SUBJECT OUTCOME
3.1 Demonstrate an understanding of brake systems.
Range:
 This topic and this subject outcome are restricted to the following brake systems: disc, drum, thruster
and electromagnetic brake systems.
 Simple line sketches may be used to explain and describe the working principles of types of brake
systems.
 The function and purpose of brake systems are  Explain the function and purpose of brake
explained and compared with couplings. systems and compare these with couplings.
 The working principles of different types of  Explain the working principles of different types
brake systems are explained. of brake systems.
 The application of different types of brake  Describe the application of different types of
systems is described. brake systems.
 The advantages and disadvantages of using  Explain the advantages and disadvantages of
one type of brake system instead of another are using one type of brake system instead of
explained. another.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
3.2 Demonstrate an understanding of clutches.
Range:
 This topic and this subject outcome are restricted to friction clutch systems: single and multi-plate,
20
centrifugal (loose weight and fixed weight types), cone and torque-limiter).
 Simple line sketches may be used to explain and describe the working principles of clutch-types.
 The function and purpose of clutches are  Explain the function and purpose of clutches
explained and compared with couplings. and compare these with couplings.
 The working principles of different types of  Explain the working principles of different types
clutch systems are explained. of clutch systems.
 The application of different types of clutches is  Describe the application of different types of
described. clutches.
 The advantages and disadvantages of using  Explain and discuss the advantages and
one type of clutch system instead of another disadvantages of using one type of clutch
are explained and discussed. system instead of another.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
3.3 Explain correct safety procedures and care during the removal, replacement and maintenance
of brakes and clutch systems.
 Worksite health and safety practices for brake  Explain worksite health and safety practices for
and clutch maintenance are explained. brake and clutch maintenance
Range:
environment.
 The need for good housekeeping is explained.  Explain the need for good housekeeping.
 The importance of a clean working area and the  Explain the importance of a clean working area
appropriate use of cleaning materials is and the appropriate use of cleaning materials.
explained.
 The appropriate safety clothes and masks are  Identify the appropriate safety clothes and
identified and their importance explained. masks and explain their importance.
Range:
Safety includes the use of personal protective
equipment during dismantling, repair, mounting
or checking, start-up procedures, protective

 Observation
 Projects
 Demonstrations
21
SUBJECT OUTCOME
3.4 Plan and prepare for brake and clutch maintenance.
 The job card is read and interpreted.  Read and interpret the job card.
 The relevant documents are obtained.  Obtain relevant documents.
 The engineering drawings are interpreted.  Interpret engineering drawings.
 Maintenance procedures are scheduled.  Schedule maintenance procedures.
selected.
 The complete assembly is cleaned and  Clean and inspect the complete assembly.
inspected.
 The wear on the linings and score marks on the  Identify the wear on the linings and score marks
friction surface are identified. on the friction surface.
 Equipment is isolated electrically from other  Isolate equipment electrically from other energy
 Equipment is isolated mechanically from other  Isolate equipment mechanically from other
energy sources. energy sources.
 The load is supported before the brake or  Support the load before the brake or clutch is
clutch is released, removed, adjusted, lowered released, removed, adjusted, lowered or
or worked on. worked on.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
3.5 Demonstrate an understanding of brake and clutch inspection and checking
 Assemblies are inspected for conformance to  Inspect assemblies for conformance to
manufacturer’s specifications. manufacturer’s specifications.
 The air gaps are measured according to  Measure the air gaps according to
manufacturer’s specifications. manufacturer’s specifications.
 The hydraulic systems are inspected for leaks.  Inspect the hydraulic systems for leaks.
 The friction area is inspected for wear.  Inspect the friction area for wear.
 Brakes and clutches are measured and  Measure and adjust brakes and clutches
adjusted according to manufacturer’s according to manufacturer’s specifications.
specifications.
 The appropriate safety practices are applied  Apply appropriate safety practices during the
during the process. process.
22

 Observation
 Projects
 Demonstrations
Topic 4: V-Belt Drives
SUBJECT OUTCOME
4.1 Demonstrate an understanding of v-belt drives
Range:
 Types of v-belts and v-belt drives are identified according to manufacturers’ specification and design
and includes the use of v-belt drive terms, components and functions from given drawings.
 Students must be exposed (briefly) to different types of belts (example: flat-, tooth-, wedge-types)
 Factors determining selection of v-belts; application of v-belts; advantages and disadvantages of v-belt
drives when compared with chain and gear drives.
 Common and special v-belt types and their composition are represented by means of a sectional
drawing. Includes SPZ; SPA; SPB; and SPC types only.
 Sketches may include v-belt pulleys for single and multiple belt drives and include driven pulley, drive
pulley, jockey, idler, centre distance, belt tension in kg/m2 or Newton.
 The application of v-belts is explained.  Explain the application of v-belts.
 The advantages and disadvantages of v-belt  Explain the advantages and disadvantages of
drives over chain and gear drives are explained v-belt drives over chain and gear drives.
 Common and special v-belt types are named.  Name common and special v-belt types.
 V-belt drive terms are identified and  Identify v-belt drive terms and indicate
components indicated from given drawings components from given drawings
 V-belt drive terms and the functions of the  Explain v-belt drive terms and the functions of
components are explained. components.
 A sectional drawing representing the  Represent the composition of a v-belt, by
composition of a v-belt is produced. means of a sectional drawing.
 The distinction between v-belt pulleys for single  Distinguish between v-belt pulleys for single
and multiple belt drives is shown in a simple and multiple belt drives using a simple drawing.
drawing.

 Observation
 Projects
 Demonstrations
23
SUBJECT OUTCOME
4.2 Explain correct safety procedures and care when working with v-belt drives.
• Worksite health and safety practices when • Explain worksite health and safety practices
working with v-belt drives are explained. when working with v-belt drives.
Range:
environment.
• Good housekeeping is explained. • Explain good housekeeping.
 The safety precautions to take when working • Explain the safety precautions to take when
with v-belt drives are explained working with v-belt drives
Range:
 Belt drive safety includes the use of personal
protective equipment, safety precautions for
mounting, removal, disassembly, start-up
procedures, protective guards and other best
practice procedures.
 V-belts are listed as transmission belts in the
Driven Machinery Regulations
• Personal protective equipment is identified and • Identify appropriate personal protective
its importance explained. equipment and explain its importance.
• The importance of a clean working area and the • Explain the importance of a clean working area
need for effective cleaning equipment, and the need for effective cleaning equipment,
materials and machines are explained. materials and machines.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
4.3 Plan and prepare for v-belt maintenance.
 A job card is read and documentation and  Read and interpret a job card, obtain
engineering drawings are interpreted. documentation and interpret engineering
drawings.
 Personnel requirements are identified and  Identify personnel requirements and schedule
maintenance procedures scheduled. maintenance procedures.
selected.
inspected.
 The potential areas of defectiveness and wear  List the potential areas of defectiveness and
are listed. wear.
24
 The equipment is isolated electrically from other  Isolate equipment electrically from other energy
 The equipment is isolated mechanically from  Isolate equipment mechanically from other
other energy sources. energy sources.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
4.4 Dismantle and assemble v-belt drives
Range:
Includes: Checking of v-belt sizes and lengths; maintenance, fault finding and diagnosis; alignment and
tensioning; installation of v-belt drives; elimination and accommodation of belt deflection
 The v-belt drive is disassembled.  Disassemble the v-belt drive.
 The v-belt drive assembly components are  Identify v-belt drive assembly components.
identified.
 The belt drive assembly is removed  Remove the belt drive assembly
 The parts are inspected for non-conformances.  Inspect parts for non-conformances.
 The parts are cleaned.  Clean parts.
 The belt drive assembly and components are  Assemble the belt drive assembly and
assembled. components.
 Appropriate safety practices are applied during  Apply appropriate safety practices during the
the process. process.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
4.5 Perform quality checks and job completion procedures
 Quality checks are conducted.  Conduct quality checks.
 The replacement parts are measured and  Measure and test replacement parts and
tested and performance evaluated. evaluate performance.
 Information on the completed job is accurately  Record information accurately on the
recorded. completed job.
25
 A new file is opened and named or an existing  Open a new file and name it or use an existing
file is used and information is stored in a safe file and store information in a safe place.
place.
 The equipment and tools are cleaned and  Clean and maintain equipment and tools.
maintained.
 A report on defective tools and equipment is  Report on defective tools and equipment and
drawn up and procedures for discard or repair facilitate discard procedures or repair.
are facilitated.
 The equipment and tools are stored in an  Store equipment and tools in an authorised
authorised place. place.

 Observation
 Projects
 Demonstrations
Topic 5: Chain Drives
SUBJECT OUTCOME
5.1 Demonstrate an understanding of chain drives
Range:
 Types of chain and chain drives are identified according to manufacturers’ specifications and design
and includes the use chain drive terms, components and functions from given drawings.
 The following procedures must be explained: checking of chain sizes and lengths; maintenance, fault
finding and diagnosis; alignment and tensioning; installation of chain drives; description and
explanation of chain deflection.
 The application of chain drives is explained.  Explain the application of chain drives.
 The advantages and disadvantages of chain  List the advantages and disadvantages of chain
drives over v-belt and gear drives are listed. drives in comparison to v-belt and gear drives.
Range:
Factors determining selection of chain and chain
drive types; application of chain-types; advantages
and disadvantages of chain drives when compared
with v-belt and gear drives.
 Chain components are identified from given  Identify chain components from given drawings
drawings using correct terms. using correct terms
Range:
 Chain terms include drive and driven sprockets,
drive motor, idlers and tensioners, roller chain
terms (bearing pins, outer plates, inner plates
bushes, rollers), chain pitch, pin diameter, roller
diameter, link plates and thickness, chain width.
 Drive terms and functions of components are
explained.
 Chain drive terms are used to explain functions  Explain chain drive terms and the functions of
of components. components
26
 Common and special chain and sprocket types  Name the common and special chain and
are named. sprocket types.
Range:
 Common and special chain and sprocket types
and their composition are represented by
means of a sectional drawing.
 Sketches may include chain sprockets for chain
drives (sprocket-types; sprocket bearings,
sprocket alignment) and link-types (precision
roller; double-pitch-; silent-; leaf-types)
 Chain drive sprocket types for single and  Use a simple sectional drawing to distinguish
multiple chain drives are compared using a between chain drive sprocket types for single
simple sectional drawing. and multiple chain drives.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
5.2 Explain correct safety procedures and care when working with chain drives.
Range:
Safety procedures include excerpts from the Driven Machinery Regulations. Safety measures include the
impact on human beings, machines, equipment, materials and the environment.

working with chain drives are explained. when working with chain drives.
The safety precautions to take when working with • Explain the safety precautions to take when
chain drives are explained. working with chain drives.
Range:
• Chain drive safety includes the application of
personal protective equipment, safety
precautions for mounting, removal,
disassembly, start-up procedures, protective
• Chains are included with transmission belts in
the Driven Machinery Regulations.
• Appropriate personal protective equipment is • Identify appropriate personal protective
identified and its importance explained. equipment and explain its importance.
• The importance of a clean working area and the • Explain the importance of a clean working area
need for effective cleaning equipment, and the need for effective cleaning equipment,
materials and machines is explained. materials and machines.
27

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
5.3 Plan and prepare for chain drive maintenance.
 The job card, documentation and engineering  Read and interpret the job card, obtain
drawings, are obtained, read and interpreted. documentation and interpret engineering
drawings.
selected.
inspected.
 Potential areas of defectiveness and wear are  List potential areas of defectiveness and wear.
listed.
 The equipment is isolated electrically from other  Isolate equipment electrically from other energy

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
5.4 Dismantle and assemble chain drives
Range:
• This task may be simulated with a typical workshop chain drive station.
• A simplex chain may be used for this purpose.
• Alignment method should be basic - with the aid of an engineering square, feather gauge and feelers
(clock gauge is optional)
• Maintenance includes: Checking of chain sizes and lengths; alignment and tensioning; installation of
chain drives; elimination and accommodation of chain deflection and/or sag; elongation due to wear.
 The chain drive is disassembled.  Disassemble the chain drive.
 The chain drive assembly components are  Identify chain drive assembly components.
identified.
28
 The chain drive assembly is removed  Remove the chain drive assembly
 The parts are cleaned.  Clean the parts.
 The chain drive assembly and components are  Assemble the chain drive assembly and
 The chain lubrication device or mechanism is  Clean and overhaul chain lubrication device or
cleaned and overhauled mechanism
Range
 Chain lubrication methods: manual, drip-, bath-,
disc-, and oil-stream lubrication

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
maintained.
 Defective tools and equipment are reported and  Report on defective tools and equipment and
discard procedures or repair facilitated. facilitate discard procedures or repair.

 Observation
 Projects
 Demonstrations
Topic 6: Gear Drives
SUBJECT OUTCOME
6.1 Demonstrate an understanding of gear drives
Range:
 Gear drives include rack and pinion, spur-, bevel-, worm and worm-wheel-, helical and double helical-,
hypoid-types.
29
 Gear assemblies include simple and compound gear trains.

 Terminology includes drive and driven gears, input and output shafts, gear housing/casing, lubrication,
bearings.
 The application and functions of gear drives are  Explain the application and functions of gear
explained using appropriate terminology. drives using appropriate terminology.
 The advantages and disadvantages of gear  List the advantages and disadvantages of gear
drives over v-belt and chain drives are listed. drives in comparison to with v-belt and chain
drives.
 The differences between cycloid- and involute-  Use line drawings to distinguish between
generated gear teeth profiles are distinguished cycloid- and involute-generated gear teeth
using line drawings. profiles.
 The principle of velocity ratio and mechanical  Explain the principle of velocity ratio and
advantage in gear assemblies are explained. mechanical advantage in gear assemblies.
 The purpose of intermediate gears is  Explain the purpose of intermediate gears.
explained.
 The factors which determine the correct mesh  List the factors which determine the correct
of gear teeth are listed. mesh of gear teeth.
 The differences between simple and compound  Distinguish between simple and compound
gear trains are explained. gear trains.
 The application of reduction gearboxes is  Explain the application of reduction gearboxes.
explained.
Range:
Reduction gearboxes include: single and double
reduction gearboxes; worm and worm-wheel
reduction gearboxes.
 The main components of a typical reduction  Identify, name and label the main components
gearbox are identified, named and labelled. of a typical reduction gearbox.
Range:
Terminology includes drive and driven gears, input
and output shafts, gear housing/casing, lubrication,
bearings.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
6.2 Explain correct safety procedures and care when working with gear drives.
working with gear drives are explained. when working with gear drives.
Range:
Safety procedures include excerpts from the Driven
Machinery Regulations. Safety measures include
the impact on human beings, machines, equipment,
materials and the environment.
30
The safety precautions for working with gear drives • Explain the safety precautions for working with
are explained. gear drives.
Range:
Gear drive safety includes the application of
personal protective equipment, safety precautions
for mounting, removal, disassembly, start-up
procedures, protective guards and other best
practice procedures.
 Appropriate personal protective equipment is • Identify appropriate personal protective
• The importance of a clean working area and • Explain the importance of a clean working area
the need for effective cleaning equipment, and the need for effective cleaning equipment,

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
6.3 Plan and prepare for gear drive maintenance.
 The job card is read and interpreted,  Read and interpret the job card, obtain
documentation is obtained and the engineering documentation and interpret engineering
drawings interpreted. drawings.
selected.
inspected.
 Potential areas of defectiveness and wear are  List the potential areas of defectiveness and
listed. wear.
 The equipment is isolated electrically from  Isolate equipment electrically from other energy
other energy sources. sources.

 Observation
 Projects
 Demonstrations
31
SUBJECT OUTCOME
6.4 Dismantle and assemble a gear drive
Range:
 This task may be simulated with a typical workshop chain drive station.
 A typical worm reduction unit may be used for this purpose.
 The gear drive is disassembled.  Disassemble the gear drive.
 The gear drive assembly components are  Identify gear drive assembly components.
identified.
 The gear drive assembly is removed  Remove the gear drive assembly
 The gear drive assembly and components are  Assemble the gear drive assembly and
 The gear lubricant is cleaned and replenished.  Clean and replenish gear lubricant.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
maintained.
 Defective tools and equipment are reported  Report on defective tools and equipment and
and discard procedures or repair facilitated. facilitate discard procedures or repair.

 Observation
 Projects
 Demonstrations
32
Topic 7: Pipes and Pipe fittings
SUBJECT OUTCOME
7.1 Demonstrate an understanding of pipes and pipe fittings
 The correct terminology associated with pipe  Use terminology associated with pipe sizing.
sizing is used.
Range:
 Pipe sizing terminology includes pipe length,
inside diameter (ID), outside diameter (OD),
wall thickness, nominal bore (NB), reference of
the term “scheduled pipe”, reading of a pipe
specification chart, pipe-spool.
 Various pipe fittings are identified and their  Identify various pipe fittings and explain where
application is explained. they are used
Range:
Pipe fittings include elbow, tee, cross, socket,
barrel nipple, plug, cap, reducing socket.
 Various joining methods for steel water pipes  Explain various joining methods for steel water
and plastic water pipes are explained. pipes and plastic water pipes
Range:
Joining methods for steel water pipes and plastic
water pipes include screw-threaded, welded,
flanged, bell- and spigot, butt- and strap joint and
threaded union-types.
 A comparison is made between the two  Distinguish two different types of plastic piping
different types of plastic piping
Range:
Thermoplastic piping; Thermosetting plastic piping
 The advantages and disadvantages of plastic  Explain the advantages and disadvantages of
piping are explained. plastic piping
 The application of pipe cutters and reamers is  Describe briefly how pipe cutters and reamers
explained. are used
Range:
Pipe-fitting tools include pipe-cutter and pipe
reamer
 Materials used to seal threaded pipes are  Describe materials used to seal threaded pipes
described
 The joining methods for pipe-lines are  Describe and explain the joining methods for
described and explained. pipe-lines
Range:
Joining methods for pipe-lines include socket
fusion, butt-welding, compression jointing and
sealing with the aid of o-ring seals.
 The methods used to accommodate expansion  Describe the methods used to accommodate
in pipe-lines are described. expansion in pipe-lines.
Range:
Methods used to accommodate expansion in
pipe-lines include expansion diaphragm, pipe
suspension on rollers, telescopic expansion
joint, corrugated expansion joint and the
application of expansion bends and loops
(creased bend-, full loop-, horseshoe- and
expansion-types).
 Reasons are provided for the failure of flanged  Provide reasons for the failure of flanged joints.
joints.
33

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
7.2 Explain correct safety procedures and care when working with pipes and pipe fittings.
working with pipes and pipe fittings are when working with pipes and pipe fittings.
explained.
Range:
environment.
 Safety precautions to take when working with • Explain safety precautions to take when
pipes and pipe-fittings are explained. working with pipes and pipe-fittings.
Range:
Pipe-fitting safety includes the application of
disassembly and other best practice
procedures.
 Appropriate personal protective equipment is • Identify appropriate personal protective

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
7.3 Plan and prepare for pipe/pipe-line maintenance.
34
 A job card is read and interpreted,  Read and interpret a job card, obtain
documentation is obtained and engineering documentation and interpret engineering
drawings are interpreted. drawings.
maintenance procedures scheduled (clearance maintenance procedures (clearance
acceptance/permit) acceptance/permit)
selected.
inspected.
 The potential areas of hazard are listed.  List the potential areas of hazard.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
7.4 Dismantle and assemble pipes and pipe-lines
Range:
 This task may be simulated within a pipe installation station in the training workshop.
 This pipe installation may be connected to a pump system for this purpose.
 The pipe/pipe-line is disassembled.  Disassemble the pipe/pipe-line.
 The pipe/pipe-line assembly components are  Identify pipe/pipe-line assembly components.
identified.
 The pipe/pipe-line assembly is removed  Remove the pipe/pipe-line assembly
 The pipe/pipe-line assembly and components  Assemble the pipe/pipe-line assembly and
are assembled. components.

 Observation
 Projects
 Demonstrations
35
SUBJECT OUTCOME
tested and their performance evaluated. evaluate performance.
maintained.
 A report is made on defective tools and  Report on defective tools and equipment and
equipment and their discard or repair is facilitate discard procedures or repair.
facilitated.

 Observation
 Projects
 Demonstrations
Topic 8: Valves
SUBJECT OUTCOME
8.1 Demonstrate an understanding of valves
 The function of a valve and its working  Explain the function of a valve and its working
principles are explained. principle.
 Valves are identified, named and labelled.  Identify, name and label valves.
Range: Includes valves used in water, gas,
steam and high air-pressure installations
 The working principles of the various types of  Describe the working principles of the various
valves are described. types of valves.
Range:
Typical valves for this level include: gate valve,
diaphragm valve, safety valves for gas and
steam pipelines, relief valve for liquids, non-
return valve, butterfly valve, ball valve, foot
valve.

 Observation
 Projects
 Demonstrations
36
SUBJECT OUTCOME
8.2 Explain correct safety procedures and care when working with valves.
working with valves are explained. when working with valves.
Range:
environment.
• The safety precautions to take when working • Explain the safety precautions to take when
with valves are explained. working with valves.
Range:
Valve-fitting safety includes the application of
disassembly and other best practice
procedures.
materials and machines is explained. materials and machines.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
8.3 Plan and prepare for valve maintenance.
 Job card is read and interpreted,  Read and interpret job card, obtain
documentation is obtained, engineering documentation and interpret engineering
drawings are interpreted. drawings.
maintenance procedures scheduled (clearance maintenance procedures (clearance
acceptance/permit) acceptance/permit)
selected.
inspected.
 The potential areas of hazard are listed.  List the potential areas of hazard.
37

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
8.4 Dismantle and assemble valves
Range:
 This task may be simulated within a pipe installation station in the training workshop.
 The pipe installation may be connected to a pump system for this purpose.
Recommended: After assembly and fitting, lecturers are encouraged to use the valve/s in order to
demonstrate the shut-off and by-pass of fluid flow with the aid of the valves used in the task
 The valve is disassembled.  Disassemble the valve.
 Valve-assembly components are identified.  Identify valve-assembly components.
 The valve-assembly is removed  Remove the valve-assembly
 The pipe/pipe-line assembly and components  Assemble the pipe/pipe-line assembly and
are assembled. components.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
tested and performance evaluated. evaluate performance.
 Information on the completed job is accurately  Accurately record information on completed job.
recorded.
maintained.
38
 A report is made on defective tools and  Report on defective tools and equipment and
equipment and the discard and repair facilitate discard procedures or repair.
procedures facilitated.

 Observation
 Projects
 Demonstrations
Topic 9: Centre Lathe
SUBJECT OUTCOME
9.1. Follow safety rules and maintain safety precautions
 Appropriate clothing is worn.  Wear and use appropriate clothing
 Placement of machine guards is checked.  Check the placement of the machine guards
 The work area and adequate surrounding  Clear the work area to allow adequate space
space is cleared.
 The power to the lathe machine is switched off  Check that the lathe machine is switched off
when loading and unloading a work piece, when loading and unloading a work piece,
when taking measurements and during when taking measurements and during
cleaning cleaning
 A guard or shield is used to deflect chips.  Use a guard or shield to deflect chips
 The work area is clean and free of chips, spills  Clean the work area of chips, spills and fluids
and fluids.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
9.2. Prepare Operation Sheet
Range:
 HM cutting to be introduced with use of minimum depth of cut 1.0 (nose radius of cutting tool)
 Max feed for roughing and depth to be applied for HM cutting tool
 Finishing cut must be minimum nose radius
 Feed in finishing cut must be set according to surface specification
 The proper machining sequence is identified.  Identify the proper machining sequence.
 The work piece material is identified.  Identify the work piece material.
39
 The work piece diameter is determined.  Determine the work piece diameter.
 The correct type of cutting tool is selected.  Select the correct type of cutting tool.
 Cutting speeds are chosen as per the  Choose cutting speeds as per specifications.
specifications.
 The RPM is calculated according to  Calculate the RPM according to
roughing/finishing. roughing/finishing.
 The depth of cut is calculated according  Calculate the depth of cut according to
roughing /finishing. roughing/finishing.
 The feed rate is calculated according to  Calculate the feed rate cut according to
roughing/ finishing. roughing/finishing.
 Turning is within tolerance as per the drawing ±  Turn within tolerance as per the drawing ± 0.1.
0.1

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
9.3. Prepare for work activity
 Tools and equipment required for lathe  Select tools and equipment required for the
operation are selected. lathe operation.
 The working condition of tools and equipment is  Check whether tools and equipment are in
checked. good working condition.
 The lathe is maintained, oiled and lubricated  Maintain oil and lubricate the lathe according to
according to specifications. specifications.
 Competence in the use of handles, gearbox  Achieve competence in the use of handles,
and spindle settings is achieved. gearbox and spindle settings.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
9.4. Set the lathe.
 All tooling requirements are set out for the task. • Set out all tooling requirements for the task.
 The selected cutter is fitted in the tool post and  Fit the selected cutter in the tool post and
the cutter height is adjusted adjust the cutter height.
40
• The graduated sleeve of the cross-slide is set  Set the graduated sleeve of the cross-slide to
to zero. zero.
• The compound slide graduated dial is set to  Set the compound slide to zero.
zero.
• The carriage is positioned for cutting.  Position the carriage for cutting.
• The work piece is securely clamped and the  Clamp the work pieces securely and check the
set-up checked. set-up.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
9.5. Perform turning operations
Range:
 Turning task should include taper turning with the use of the compound slide. The task should be
simple and may include grooving and parting.
 Tolerance is ± 0,1 mm at this level.
 All work is performed using a 3-jaw chuck.
 The calculated RPM setting is adjusted. • Adjust to the calculated RPM setting.
 The feed rate is adjusted. • Adjust the feed rate.

 The cutter is set against the work piece and the • Set the cutter against the work piece and adjust
cutting depth is adjusted. the cutting depth.
 Automatic or manual feed is engaged. • Engage automatic or manual feed.
 The cutter is flooded with coolant when using • Flood the cutter with coolant when using the
the HSS tool. HSS tool.
• Facing, longitudinal turning and grooving • Perform facing, longitudinal turning, and
operations are performed. grooving operations (knurling is optional).
 The workpiece is turned to tolerance of ± 0.1 • Turn to tolerances of ± 0.1 mm.
mm.
 The machined component is removed on • Remove the machined component on
completion of the turning process. completion of the turning process.

 Observation
 Projects
 Demonstrations
41
SUBJECT OUTCOME
9.6. Apply quality checks on machined component.
 Correct tools and equipment for quality  Select correct tools and equipment for quality
checking are selected. checking.
 Values for checking are identified according to  Identify values for checking.
specifications
 The cutting surface finish is checked according  Check the cutting surface finish for correctness
to specifications according to specifications.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
9.7 Recognise and report problems, changes and/or malfunctions while operating
 Conformance of component to specifications is  Recognise and report problems.
documented.
 Conformance of component to specifications is  Recognise and report changes.
documented.
 Conformance of component to specifications is  Recognise and report malfunctions.
documented.

 Observation
 Projects
 Demonstrations
Topic 10: Milling Machine
SUBJECT OUTCOME
10.1. Follow safety rules and maintain safety precautions
 Appropriate clothing is worn.  Wear and use appropriate clothing
 The placement of machine guards is checked.  Ensure the machine guards are in place
 The work area is free and spacious.  Ensure the work area is free and spacious
 Gloves/hand protection are used when  Use gloves/hand protection when mounting
mounting milling cutters. milling cutters.
42
 The milling machine is switched off when a  Ensure the milling machine is switched off
work piece is loaded or unloaded, when when loading and unloading a work piece,
measurements are taken and during cleaning. when taking measurements and during
cleaning.
 A guard or shield is used to deflect chips  Use a guard or shield to deflect chips
 The work area is clean and free of chips, spills  Ensure the work area is clean and free of
and fluids. chips, spills and fluids.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
10.2. Prepare an operation sheet
 The proper machining sequence is identified.  Identify the proper machining sequence
 The type of cutting tool to be used is identified.  Identify the type of cutting tool to be used.
 The cutting speed is identified as per the  Identify the cutting speed as per the
specifications. specifications
 The RPM is calculated according to  Calculate the RPM according to
roughing/finishing. roughing/finishing
 The depth of cut is calculated according to  Calculate the depth of cut according to
 The feed rate cut is calculated according to  Calculate the feed rate cut according to
 The dividing head settings are determined for  Determine the dividing head settings for rapid
rapid indexing. indexing
 Appropriate working tolerances are specified as  Specify an appropriate working tolerance as per
per drawing ± 0.1 mm. the drawing ± 0.1 mm.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
10.3. Prepare for work activity
 The machine is prepared for operation including  Prepare the machine for operation, including
lubrication and routine maintenance. lubrication and routine maintenance.
 Pre-operational checks of the lathe are done  Conduct pre-operational checks of the lathe.
43
 Appropriate required materials and tools are  Ensure that appropriate materials and tools
available. required are available.
 Cutting fluid is available.  Ensure that cutting fluid is available.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
10.4 Set the milling machine

 The appropriate cutting tool is mounted  Mount the appropriate cutting tool.
Range:
HSS – end-milling cutter, slot-drill / slotting
cutter
 The clamping arrangement is set  Set the clamping arrangement.
 The table X and Y axes are perpendicular to  Set the table X and Y axes perpendicular to the
the spindle axis. spindle axis.
 The fixed jaw of the vice is parallel to the X  Set the fixed jaw of the vice is parallel to the X
axis. axis
 The work piece is mounted.  Mount the work piece.
 Cutting speeds and feeds are selected and set  Select and set cutting speeds and feeds
according to the operation sheet. according to the operation sheet.
 The work piece is mounted correctly  Mount the work piece.
 The dividing head is adjusted for direct  Prepare and set up the dividing head for rapid
indexing. indexing
Range: The milling task is limited to the rapid
indexing method.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
10.5 Perform milling operations
Range:
 Milling task should include the production of flats (quadrangular/hexagonal) with the use of the rapid
indexing method and a slotting task.
 Tolerance is ± 0,1 mm at this level.
 Ensure the “clocking” of the vice for a parallel slotting process (parallel/perpendicular to all reference
faces)
44

• The cutter is positioned and cutting depth and  Set and position the cutter and set the cutting
width is set depth and width.
• The graduated dials are set to zero.  Set graduated dials to zero.
• The dividing head is adjusted according to the  Adjust the dividing head according to the
number of sides to be cut number of sides to be cut.
• The milling machine is monitored while in  Monitor milling machine while in operation.
operation
• The speeds and feeds are adjusted  Adjust speeds and feeds where required.
• Cutter is flooded with coolant when using the  Flood the cutter with coolant when using the
HSS tool. HSS tool.
• Automatic or manual feed is used  Use automatic or manual feed.
• Flat and slot mill within a tolerance of ± 0.1  Perform flat, and slot milling within a tolerance
performed of ± 0.1 mm.
• The head is tightened after each indexing.  Tighten the head after each indexing.
• The work piece is removed after machining  Remove the work piece after machining.
• The milling machined is cleaned on completion  Clean the milling machine after completion of
of the job. the job.

 Observation
 Projects
 Demonstrations
SUBJECT OUTCOME
10.6 Perform quality checks on the machined component.
 The correct tools and equipment are selected to  Select the correct tools and equipment for to
perform a quality check. perform a quality check.
 Values are identified for checking.  Identify values for checking.
 Cutting surface finish is checked.  Check cutting surface finish.
 The machined component is inspected for  Inspect the machined component for
conformance to the assessment sheet and conformance to the specifications as per
drawing specifications. assessment sheet and drawing.
 Conformance of the machined component to  Document conformance of the machined
specifications is documented. component to specifications.

 Observation
 Projects
 Demonstrations
45
SUBJECT OUTCOME
10.7 Recognise and report problems, changes and/or malfunctions while operating.
 The operating of the milling machine is carefully  Recognise and report problems.
observed to recognise and report problems,  Recognise and report changes.
changes and malfunctions.  Recognise and report malfunctions.

 Observation
 Projects
 Demonstrations
4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN FITTING AND TURNING – LEVEL 3
4.1 Integrated summative assessment task (ISAT)

A compulsory component of the external assessment (ESASS) is the integrated summative
assessment task (ISAT). The ISAT draws on the students’ cumulative learning achieved
throughout the year. The task requires integrated application of competence and is executed
and recorded in compliance with assessment conditions.
Two approaches to the ISAT may be as follows:
The students are assigned a task at the beginning of the year which they must complete in phases
throughout the year to obtain an assessment mark. A final assessment is made at the end of the
year when the task is completed.
OR
Students achieve the competencies throughout the year but the competencies are assessed
cumulatively in a single assessment or examination session at the end of the year.
The ISAT is set by an externally appointed examiner and is conveyed to colleges in the first quarter
of the year.
The integrated assessment approach enables students to be assessed in more than one subject
with the same integrated summative assessment task.
4.2 National Examination

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

LEVEL
APPLICATION
COMPREHENSION AND EVALUATION
3
30% 50% 20%
46

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NATIONAL CERTIFICATES (VOCATIONAL)

FITTING AND TURNING

IMPLEMENTATION: JANUARY 2014

FITTING AND TURNING - LEVEL 3

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 Assessment in the National Certificates (Vocational)

SECTION C: ASSESSMENT IN MATERIALS

SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

The principles that drive these objectives are:

 Practicability and cost-effectiveness

2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS

2.1 Internal continuous assessment (ICASS)

2.2 External summative assessment (ESASS)

3.1 Internal moderation

3.2 External moderation

4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

6.1 Baseline assessment

6.2 Diagnostic assessment

6.3 Formative assessment

6.4 Summative assessment

7.1 Collecting evidence

The lecturer assesses students’ performance against given criteria in

Students assess their own performance against given criteria in different

Students assess another student or group of students’ performance

Students assess the individual performance of other students within a

9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

METHODS FOR COLLECTING EVIDENCE

10 TOOLS FOR ASSESSING STUDENT PERFORMANCE

11 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS

13 STRATEGIES FOR COLLECTING EVIDENCE

13.1 Record sheets

ASSESSMENT IN FITTING AND TURNING

SECTION C: ASSESSMENT IN FITTING AND TURNING LEVEL 3

1. ASSESSMENT SCHEDULE AND REQUIREMENTS

1.1 Internal assessment

Minimum time and % contribution to

2 RECORDING AND REPORTING

3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN FITTING AND TURNING –

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

 Bearing diagnostic equipment is used to  Determine/establish bearing conditions using

ASSESSMENT TASKS OR ACTIVITIES

 The bearing parts are identified.  Identify the bearing parts.

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

rigid/permanent; flexible and self-aligning types.

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

Topic 3: Brakes and Clutches

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES

ASSESSMENT TASKS OR ACTIVITIES