SCHOOL OF SKILLS - Western Cape · and curriculum transformation (Depar tment of Education, 2001 p. 11). These principles also underlie the new Cur riculum and Assessment Policy Statement

Adapted Curriculum and Assessment Policy Statement for

Schools of Skills and Schools with Skills Units

Maintenance 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 Maintenance ................................................................................................. 7

SECTION 3 Unpacking the Exit Level Outcomes ...................................................................................... 9

SECTION 4 Assessment ...............................................................................................................................25

SECTION 5 Reference ................................................................................................................................31

ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 1

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.


(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.

Subject Time allocation per week Example: (periods in minutes per week) Credits1

Fundamentals:2 1. Home Language (Level 1, 2,or 3) 2. First Additional Language 3. Mathematics (Level 1, 2 or 3)

5x45min (Could be 4 periods in Y 2.3.4) 2x45min (Could be 3 periods in Y 2.3.4)

4x45min

14 Credits 12 Credits 14 Credits

Core:3 1. Life Skills (EMS and SS) 2. Natural Sciences and

Technology (Not in year 1) 3. Creative Arts 4. Physical Education / Sport

4x45min 1x45min 1x45min 1x45min

14 Credits 2 Credits 2 Credits 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.

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


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.

A LEVEL 1 QUALIFICATION (120 credits4 per year) (A four year learning programme)

ACADEMIC CAPS (adapted Grade R-9)

50% of contact time

SKILLS SAQA

ALIGNED 50% of

contact time APPLIED KNOWLEDGE

FUNDAMENTAL 40 Credits

CORE 20 Credits

ELECTIVE 60 Credits

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Or level 3 Or level 3 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 MAINTENANCE

2.1 Definition

1. Maintenance refers to the acquired skills and knowledge to perform

elementary repair and maintenance at a basic level focusing on the household and small construction environments.

2. This qualification can be defined as the ability to perform elementary repair and maintenance work at a basic level.

2.2 Unique Features and Scope:

The aim of the qualification is to equip the learners to identify and solve basic problems in the general and maintenance environment.

2.3 Exit Level Outcomes:

� Know and apply basic skills to solve metal work problems. � Able to maintain basic mechanical devices. � Apply basic skills to maintain electrical appliances. � Apply basic skills in the building and construction industry. � Maintain plumbing installations to a correct and working condition

2.4 Overview of Teaching and Learning per year

Exit Level Outcomes Year 1 Year 2 Year 3 Year 4 Know and apply basic skill to solve metal work problems. X X X

Able to maintain basic mechanical devices. X X X Apply basic skill to maintain electrical appliance. X X X Apply basic skills in the building and construction industry. X X X

Maintain all plumbing installations to a correct and working condition X X X

Note: Leaners will be allowed to specialise in their fourth year in any one of the key focus areas within an Exit Level Outcome. Schools wanting to offer any form of specialisation in the fourth year must get written permission from WCED Directorate: Curriculum GET.


SECTION 3 UNPACKING THE EXIT LEVEL OUTCOMES

Exit Level Outcome 1 US ID: Know and apply basic skills to solve metal work problems. Metal work

Outcome Range: Apply basic skills in the metal industry

Specific Outcome 1: Prepare to work with metals

Assessment Criterion 1: a) Know the tools which are used when doing

metal construction. b) Know the safety rules when using these

tools c) Marking off d) Punching e) Sawing f) Filing g) Grinding h) Corking i) Drilling j) Soldering Assessment Criterion 2; a) Prevent metal from rust. b) Able to cut sheet metal c) Able to rectify defects on Zink roofs. d) Able to replace a newly bought safety

gate. Assessment Criterion 3: a) Able to use a soldering iron b) Able to use a small gas torch Assessment Criterion 1: a) Able to measure in mm (measuring) b) Know different metals Assessment Criterion 2: a) Able to cut sheet metal b) Able to replace and repair safety gate and

burglar bars Assessment Criterion 3: a) Able to use a soldering iron b) Able to use a gas torch c) Do riveting

Specific Outcome 3: Do basic welding

Assessment Criterion 1: a) Know welding safety ( safety rules in a

workshop and personal) b) Identify welding tools. c) Know different methods of welding and

connecting of materials Assessment Criterion 2: Able to use a square; tin man snips; screwdrivers; centre punch; file; hammer; side cutter; different pliers; bench vice; hacksaw; drill; drill press; bench grinder; grinder


Exit Level Outcome 2 US ID: Able to do maintain basic mechanical devices Mechanical maintenance

Outcome Range: Able to apply basic skills in solving mechanical problems. Specific Outcome 1: Perform basic maintenance on mechanical devices

Assessment Criterion 1: a) Know safety rules when working on a

vehicle b) know different types of small engines (two

stroke + four stroke) c) know where and how to start machinery Assessment Criterion 2: a) Replace oil and petrol. b) Know how to change oil in an engine. c) Know the difference between two stroke oil

and ordinary oil. Assessment Criterion 3: a) Able to replace filters.( air + oil) b) Able to replace blades and trimmer lines. Assessment Criterion 4: a) Able to remove and replace and chains

and weed eater gut lines. b) Able to perform basic sharpening on

blades. c) Able to remove and replace wheat eater

trimmer lines. b) Know the tools for sharpening blades.

Specific Outcome 2 Vehicle maintenance on a vehicle.

Assessment Criterion 1: a) Know the basic electrical safety rules b) \Able to identify the most common

mechanical and components /parts of a vehicle.

c) Know the parts that should be replaced when servicing a vehicle.

d) Troubleshooting when engine fails to start. Assessment Criterion 2: a) Able to perform basic servicing: � Know how to change plugs � Able to replace air , petrol and oil filters � Able to replace a car battery � Able to replace a Fan-belt � Able to replace oil, brake fluid, battery fluid

and windscreen water. b) Remove and replace faulty parts Assessment Criterion 3: a) Able to wash; polish; vacuum a vehicle b) Able to change a tyre c) Able to fix a leaking tubeless tyre.

Specific Outcome 3 Perform basic maintenance on bicycles

Assessment Criterion 1: a) Know different parts of a bicycle b) Know how to maintain and service on a

bicycle. c) Know the different parts of a bicycle. Assessment Criterion 2: a) Know the basic mechanical working of a

bicycle, i.e brakes, gears etc.


Exit Level Outcome 3 US ID Apply basic skills to maintain electrical appliance. Electrical

Outcome Range: Able to solve basic of electrical problems in both domestic and small industrial settings. Specific Outcome 1: Fix defects in electrical connections such as plugs

Assessment Criterion 1: a) Know the safety rules when working with

electricity b) Know the different electrical material c) Know the different bulbs d) Know the use of a DB-board e) Know the colour codes on different

accessories f) Know the different tools of electrical work Assessment Criterion 2 a) Know the basic testing equipment b) Trouble shooting Assessment Criterion 3: a) Replace electrical fittings b) (Connect a standard trailer) fittings c) Repair household appliances Assessment Criterion 4: a) Fix a broken extension lead. b) Soldering of wiring and affect insulation. c) Replace light fittings d) Replace basic electrical switches e) Able to assist with electrical wiring of

appliances Specific Outcome 2: Change defected electrical devices such as bulbs

Assessment Criterion 1: Know different electrical devices Assessment Criterion 2: a) Replace a car battery b) Replace different bulbs c) Replace fuses on a car Assessment Criterion 3: a) Replace fuse on a stove b) Change defected female plug on a lead

wire. Specific Outcome 3 Able to assist with wiring of appliances

Assessment Criterion 1: a) Know the working system on a basic

switch. b) Know about connection blocks. c) Know the system on a bulb fitting. Assessment Criterion 2: a) Wire a bed lamp switch b) Wire a bulb fitting.

Exit Level Outcome 4 US ID Apply basic skills in the building and construction industry Paint, glazing and water proofing

Outcome Range: Do basic paint work, glazing and water proofing. Specific Outcome 1: Assist with painting of doors and windows (Do basic painting)

Assessment Criterion 1: a) Able to apply safety regulations regarding

paintwork b) Know the different tools of paintwork c) Prepare different surfaces e.g. wood;

aluminium; steel; brick Assessment Criterion 2: a) Know the different paints b) Know how to dilute and mix paints /

varnishes c) Staining doors and frames


Assessment Criterion 3: Apply paint / varnish with brush/roller on all surfaces Able to get a high quality finish on all surfaces

Specific Outcome 2: Perform basic glazing

Assessment Criterion 1: a) Adhere to safety regulations regarding

glass b) Able to use tools required when working

with glass c) Able to measure d) Know different glass types Assessment Criterion 2: a) Know how to handle glass b) Know how to cut glass Assessment Criterion 3: a) Know how to glaze a window doors and

frames b) Apply the correct finishing

Specific Outcome 3 Apply waterproofing techniques

Assessment Criterion 1: a) Know the different types and workings of

waterproofing materials b) Know the tools in waterproofing Assessment Criterion 2: a) Working with water proofing and installing

and replace .

Woodwork

Outcome Range: Solve basic wood work defects and problems. Specific Outcome 4: Assist with fitting doors and windows

Assessment Criterion 1: a) Able to measure b) Know the safety precautions when

working with electric tools c) Know how to work with wood work tools Assessment Criterion 2: a) Know the different types of timber

framework and fittings. b) Know different lock types (Able to fit door hinges) (Able to fit window fitting) Assessment Criterion 3 a) Able to fit a door handle and lock to a

door b) Able to fit a door c) Able to fit a window frame

Specific Outcome 5: Maintain cupboards

Assessment Criterion 1: a) Know basic cupboard construction b) Able to use tools c) Know the standard measurement of units. Assessment Criterion 2: a) Able to replace cupboard fittings:

(fit cupboard hinges; set cupboard hinges; fit or replace handles; use corner blocks; and replace drawer runners.)


Assessment Criterion 3: a) Able to replace cupboard sections:

( replace and hang a cupboard door; replace drawer front; replace cupboard edging; replace a sink top)

b) Do basic assembling. Specific Outcome 6: Do basic furniture repair.

Assessment Criterion 1: a) Know the basic carpentry tools b) Know rules and safety of using tools. Assessment Criterion 2: a) Able to do basic woodwork, i.e (Able to perform a crosscut on wood.) b) Solve basic defects and repair breakages

in furniture with the use of different methods.

Building wet works

Outcome Range: Able to solve basic wet work problems

Specific Outcome 7: Repair brick and plaster work

Assessment Criterion 1: a) Know safety rules b) Know tools and use c) Know how to construct ladders and

scaffolding. d) Able to prepare the area where repair

work will be done e) Know the material in basic brick and

plaster work. Assessment Criterion 2: a) Able to mix concrete. b) Able to mix /mortar Assessment Criterion 3: a) Repair basic brick work b) Repair concrete floors c) Repair cracks and damaged plaster work.

Specific Outcome 8: Do paving and road repairs

Assessment Criterion 1: a) Know the theory on paving b) Know how to use paving tools c) Know how to prepare the surface Assessment Criterion 2: a) Manufacture your own pavers b) Able to do paving c) Do asphalt work for pothole repairs

Floor/wall finishes

Outcome Range: Repair basic flooring Specific Outcome 9: Do basic tiling on floors and walls.

Assessment Criterion 1: a) Know: i) Tools

ii) Use of tools iii)Tile types iv)Safety precautions

b) Able to mix tiling adhesive c) Able to measure Assessment Criterion 2: a) Prepare different surfaces (e.g. concrete

and brick; wood) b) Replace a single tile.


Assessment Criterion 3: a) Able to cut tiles b) Replace tiles using spacers. c) Able to apply grout and clean. Assessment Criterion 4: a) Replace wall tiles b) Replace tiles around corners

Specific Outcome 10: Do carpet laying at a basic level

Assessment Criterion 1: a) Know the tools and their use b) Know the safety precautions c) Know the types of carpet Assessment Criterion 2: a) Prepare the floor b) Able to cut carpets c) Repair a carpet defect Assessment Criterion 3: a) Do the finishing on a carpet floor b) Able to work with skirting and carpets c) Able to finish where tiling and carpets are

neighbours Specific Outcome 11 Repair laminated floors.

Assessment Criterion 1: a) Know different types of laminated flooring

( causes and defects) b) Able to use the appropriate tools. Assessment Criterion 2: a) Know the effect of expansion and

detraction. b) Able to repair a (damp) damaged

laminated floor. Exit Level Outcome 5 US ID Maintain all plumbing installations to a correct and working condition Plumbing

Outcome Range: Apply basic skills in the plumbing trade. Specific Outcome 1: Perform basic pluming tasks

Assessment Criterion 1: a) Know and able to use the tools required

for plumbing b) Know safety precautions with regard to

plumbing c) Know the different types of plumbing

pipes e.g. copper; polycorp; PVC Assessment Criterion 2: a) Able to measure. b) Able to cut different types of pipes. Assessment Criterion 3: a) Able to connect PVC – pipes b) Able to connect copper pipes with the

gas – and – soldering method c) Able to connect copper pipes with

compression fittings Assessment Criterion 4: a) Able to determine what type of

connection to use b) Able to perform a leak fixing c) Able to finish off after fixing a leak.

(Cleaning up)


Specific Outcome 2: Unblock drains in house holds

Assessment Criterion 1: a) Know the tools for fixing a blocked drain. b) Know the methods of unblocking a drain Assessment Criterion 2: a) Demonstrate how to unblock a drain. b) Able to unblock a toilet/ basin/bath or

shower Specific Outcome 3: Fix gutters and down pipes

Assessment Criterion 1: a) Know and able to use tools for fixing

gutters and downpipes b) Identify different fittings for gutters and

downpipes Assessment Criterion 2: a) Able to connect gutters and downpipes

with their fittings. b) Able to fix and fit downpipes and fittings

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s. �

Ab

le to

rep

lace

a n

ewly

bo

ught

safe

ty g

ate

. �

Know

the

bend

ing

ma

chin

e fo

r ro

lling/

ben

din

g.

�D

o ba

sic b

razin

g Sp

ecifi

c O

utco

me

3:

Ass

ist w

ith b

asic

met

al

cons

truct

ion

A

sses

smen

t Crit

erio

n 1:

�

Know

the

tool

s whi

ch is

us

ed w

hen

doi

ng m

eta

l co

nstru

ctio

n

�Kn

ow th

e sa

fety

rule

s w

hen

usin

g th

ese

tool

s. �

Ab

le to

use

a sq

uare

; tin

m

an

snip

s; sc

rew

driv

ers;

etc.

Kn

ow th

e el

ectri

cal t

ool

such

as:

Dril

ls, p

ress

, gr

ind

er.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

17

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

A

sses

smen

t Crit

erio

n 2:

�

Ab

le to

use

a sq

uare

; tin

m

an

snip

s; sc

rew

driv

ers;

cent

re p

unch

; file

; ha

mm

er; s

ide

cutt

er;

diff

eren

t plie

rs; b

ench

vi

ce; h

ack

saw

; dril

l; d

rill

pres

s; be

nch

grin

der

; gr

ind

er

Exit

Leve

l Out

com

e 2:

Abl

e to

mai

ntai

n ba

sic m

echa

nica

l dev

ices

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

oSp

ecifi

c O

utco

me

1 Pe

rform

ba

sic

ma

inte

nanc

e on

m

echa

nica

l dev

ices

Ass

essm

ent C

riter

ion

1:

�Kn

ow d

iffer

ent t

ypes

of

law

nmow

ers a

nd

trim

mer

s

Ass

essm

ent C

riter

ia 2

�

Abl

e to

sta

rt a

nd u

se it

sa

fely

�

Know

diff

eren

t eng

ines

�

Ab

le to

cha

nge

oil

�Kn

ow tr

imm

er lin

es,

bla

des

and

cha

ins a

nd

how

to c

hang

e it.

�

Use

shar

peni

ng to

ols f

or

bla

des

and

cha

ins.

Ass

essm

ent C

riter

ion

3:

�A

ble

to re

pla

ce fi

lters

.

Ass

essm

ent C

riter

ia 4

�

Ab

le to

rep

lace

bla

des

a

nd tr

imm

er lin

e

A

sses

smen

t Crit

erio

n 2:

�

Rep

lace

oil a

nd p

etro

l �

Abl

e to

mix

two

stro

ke

petro

l cor

rect

ly

Ass

essm

ent C

riter

ion

4:

�A

ble

to sh

arp

en b

lad

es

and

cha

insa

w c

hain

�

Ab

le to

rep

lace

a

cha

insa

w c

hain

.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

18

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

Sp

ecifi

c O

utco

me

2 o

Veh

icle

ma

inte

nanc

e o

A

sses

smen

t Crit

erio

n 1:

�

Abl

e to

iden

tify

the

mos

t co

mm

on p

arts

�

Know

the

parts

that

sh

ould

be

repl

ace

d

whe

n se

rvic

ing

a v

ehic

le.

Ass

essm

ent C

riter

ion

2:

�Kn

ow h

ow to

cha

nge

plu

gs

�A

ble

to re

pla

ce a

ir ,

petro

l and

oil

filte

rs

�A

ble

to re

pla

ce a

ca

r ba

tter

y �

Ab

le to

rep

lace

a v

-bel

t �

Ab

le to

rep

lace

oil;

bra

ke fl

uid

; ba

tter

y flu

id;

win

dsc

reen

wat

er

�A

ble

to w

ash

; pol

ish;

vacu

um a

veh

icle

�

Ab

le to

cha

nge

a ty

re

�A

ble

to fi

x a

lea

king

tu

bele

ss ty

re.

Ass

essm

ent C

riter

ion

3:

�Kn

ow th

e co

olin

g sy

stem

of a

ca

r �

Abl

e to

flus

h a

coo

ling

syst

em

�A

ble

to re

pla

ce b

rake

p

ad

s

Spec

ific

Out

com

e 3

Fix

bic

ycle

s A

sses

smen

t Crit

erio

n 1:

A

sses

smen

t Crit

erio

n 2:

�

Ab

le to

fix

a le

aki

ng

bic

ycle

tyre

.

�A

ble

to se

t bra

kes o

n a

b

icyc

le

�A

ble

to re

pla

ce b

rake

s on

a b

icyc

le.

�A

ble

to sh

orte

n a

b

icyc

le c

hain

. �

Know

diff

eren

t par

ts o

f a

bic

ycle

�

Ab

le to

do

ma

inte

nanc

e on

a

bic

ycle

.

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

19

Exit

Leve

l Out

com

e 3:

App

ly b

asic

skill

to m

aint

ain

elec

trica

l app

lianc

es

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

Sp

ecifi

c O

utco

me

1:

Fix

def

ects

in e

lect

rical

co

nnec

tions

such

as p

lugs

A

sses

smen

t Crit

erio

n 1:

�

Know

the

safe

ty ru

les

whe

n w

orki

ng w

ith

elec

trici

ty

�Kn

ow th

e to

ols o

f el

ectri

cal w

ork

Ass

essm

ent C

riter

ion

2 �

Rep

lace

a p

lug

. �

Know

the

diff

eren

t bul

bs

�Kn

ow th

e us

e of

a D

B-b

oard

�

Know

the

colo

ur c

odes

on

plu

gs.

Ass

essm

ent C

riter

ion

4:

�Re

pla

ce e

lect

rica

l fitt

ings

�

Repa

ir ho

useh

old

a

pp

lianc

es

Ass

essm

ent C

riter

ion

3:

�Ju

mp

sta

rting

a c

ar

Ass

essm

ent C

riter

ia

�Fi

x a

bro

ken

exte

nsio

n le

ad

�

Sold

erin

g of

wiri

ng a

nd

inso

latio

n of

wire

s �

Rep

lace

ba

sic e

lect

rica

l sw

itche

s �

Rep

lace

ele

ctric

al

fittin

gs

�C

onne

ct a

sta

nda

rd

traile

r plu

g.

�Re

pair

hous

e ho

ld

ap

plia

nces

Spec

ific

Out

com

e 2:

C

hang

e d

efec

ted

el

ectri

cal d

evic

es su

ch a

s b

ulb

s

A

sses

smen

t Crit

erio

n 1:

�

Know

diff

eren

t dev

ices

�

Know

AC

and

DC

(a

ltern

atin

g cu

rrent

and

d

irect

cur

rent

�

Repl

ace

diff

eren

t bul

bs

Ass

essm

ent C

riter

ion

2:

�Re

pla

ce a

ca

r ba

tter

y �

Rep

lace

fuse

s on

a c

ar

�Re

pla

ce st

arte

rs/la

mp

s on

fluo

resc

ent l

am

ps.

�

Wire

light

fitt

ing.

Ass

essm

ent C

riter

ion

3:

�Re

pla

ce fu

se o

n a

stov

e �

Cha

nge

def

ecte

d

fem

ale

plu

g on

a le

ad

w

ire.

Spec

ific

Out

com

e 3

Abl

e to

ass

ist w

ith w

iring

of

ap

plia

nces

Ass

essm

ent C

riter

ion

1:

�Kn

ow th

e w

orki

ng sy

stem

on

a b

asic

switc

h.

�Kn

ow a

bou

t con

nect

ion

blo

cks.

�Kn

ow th

e sy

stem

on

a b

ulb

fitt

ing.

Ass

essm

ent C

riter

ion

2:

�W

ire a

bed

lam

p/

switc

h �

Wire

a si

ngle

switc

h /

two

wa

y sw

itch/

doo

rbel

l /ge

yser

/ st

ove

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

20

Exit

Leve

l Out

com

e 4:

App

ly b

asic

skills

in th

e bu

ildin

g an

d co

nstru

ctio

n in

dus

try

Do b

asic

pai

nt w

ork,

gla

zing

and

wat

er p

roof

ing

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

Sp

ecifi

c O

utco

me

1:

Ass

ist w

ith p

aint

ing

of

doo

rs a

nd w

ind

ows

A

sses

smen

t Crit

erio

n 1:

�

Ab

le to

ap

ply

safe

ty

regu

latio

ns re

gard

ing

pa

intw

ork

�Kn

ow th

e to

ols o

f p

ain

twor

k �

Prep

are

diff

eren

t su

rface

s e.g

. woo

d;

alu

min

ium

; ste

el; b

rick

Ass

essm

ent C

riter

ia 2

: �

Sta

inin

g d

oors

and

fra

mes

�

Know

diff

eren

t pa

int

�Kn

ow h

ow to

dilu

te

pa

ints

and

va

rnish

es

Ass

essm

ent C

riter

ion

3:

�A

pp

ly p

ain

t / v

arn

ish w

ith

brus

h/ro

ller o

n a

ll su

rface

s

Ass

essm

ent C

riter

ion

4:

�A

ble

to g

et a

hig

h q

ualit

y fin

ish o

n a

ll su

rface

s

Spec

ific

Out

com

e 2:

Pe

rform

ba

sic g

lazin

g d

utie

s, su

ch p

utty

ing,

fin

ishin

g et

c.

A

sses

smen

t Crit

erio

n 1:

�

Ad

here

to sa

fety

re

gula

tions

rega

rdin

g

glas

s �

Ab

le to

use

tool

s re

quire

d w

hen

wor

king

w

ith g

lass

�

Abl

e to

mea

sure

in m

m.

Ass

essm

ent C

riter

ion

2:

�Kn

ow h

ow to

tran

spor

t gl

ass

�Kn

ow h

ow to

cut

gla

ss

Ass

essm

ent C

riter

ion

3:

�Kn

ow h

ow to

gla

ze a

w

ind

ow fr

ame

�Kn

ow h

ow to

put

ty a

w

ind

ow p

ane

�A

pply

the

corre

ct

finish

ing

touc

hes a

fter

gla

zing

Spec

ific

Out

com

e 3

App

ly w

ate

rpro

ofin

g te

chni

que

s.

Ass

essm

ent C

riter

ion

1:

�Kn

ow th

e d

iffer

ent t

ypes

of

Wa

terp

roof

ing

e.g

. sil

icon

; Glu

e; H

essin

g w

ith

wat

erpr

oofP

ain

t. �

Know

the

tool

s in

wat

erpr

oofin

g

Ass

essm

ent C

riter

ion

2:

�Kn

ow h

ow to

stop

a

lea

king

roof

�

Know

how

to

wat

erpr

oof a

show

er

cub

icle

with

silic

on

�Kn

ow h

ow to

w

ater

proo

f a si

nk to

p

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

21

Exit

leve

l Out

com

e 4

cont

inue

s...: A

pply

ba

sic sk

ills in

the

build

ing

and

cons

truct

ion

ind

ustry

So

lve

basic

woo

d w

ork

defe

cts

and

prob

lem

s

Year

1 O

rient

atio

n

Year

2

Year

3

Year

4

Spec

ific

Out

com

e 4:

A

ssist

with

fitt

ing

doo

rs a

nd

win

dow

s

Ass

essm

ent C

riter

ion

1:

�A

ble

to m

easu

re in

mm

. �

Know

the

safe

ty

prec

aut

ions

whe

n w

orki

ng w

ith e

lect

ric

tool

s �

Know

how

to w

ork

with

to

ols w

hich

are

use

whe

n fit

ting

doo

rs a

nd

win

dow

s

Ass

essm

ent C

riter

ion

2:

�Kn

ow th

e d

iffer

ent t

ypes

of

doo

rs; d

oorfr

ames

; w

ind

ows;

win

dow

fram

es

and

thei

r fitt

ings

.

Ass

essm

ent C

riter

ion

3:

�Kn

ow d

iffer

ent l

ock

typ

es.

�A

ble

to fi

t a h

and

le a

nd

lock

to a

doo

r. �

Abl

e to

fit d

oor h

inge

s �

Abl

e to

fit w

ind

ow fi

ttin

g

Ass

essm

ent C

riter

ion

4:

�A

ble

to fi

t a d

oor f

ram

e.

�A

ble

to fi

t a d

oor

�A

ble

to fi

t a w

ind

ow

fram

e

Spec

ific

Out

com

e 5:

M

ain

tain

cup

boa

rds,

hing

es, h

and

les a

nd w

ood

w

ork.

A

sses

smen

t Crit

erio

n 1:

�

Know

ba

sic c

upbo

ard

co

nstru

ctio

n �

Abl

e to

use

cor

dle

ss

scre

wd

river

effe

ctiv

ely

�Kn

ow b

asic

bui

ldin

g a

nd

mea

sure

men

ts o

f uni

ts

Ass

essm

ent C

riter

ion

2:

�A

ble

to fi

t cup

boa

rd

hing

es

�A

ble

to se

t cup

boa

rd

hing

es

�A

ble

to fi

t or r

epla

ce

hand

les

�A

ble

to u

se c

orne

r blo

cks

�A

ble

to re

pla

ce d

raw

er

runn

ers.

Ass

essm

ent C

riter

ion

3:

�A

ble

to re

pla

ce a

nd

hang

a c

upb

oard

doo

r. �

Ab

le to

rep

lace

dra

wer

fro

nt

�A

ble

to re

pla

ce

cup

boa

rd e

dgi

ng.

�A

ble

to re

pla

ce a

sink

to

p

Spec

ific

Out

com

e 6:

Pe

rform

ba

sic c

arp

entry

w

ork,

ie fu

rnitu

re re

pa

ir

Ass

essm

ent C

riter

ion

1:

�Kn

ow th

e ba

sic

carp

entry

tool

s; th

eir

safe

ty re

gul

atio

ns a

nd

the

use

of e

ach

tool

.

Ass

essm

ent C

riter

ion

2:

�A

ble

to p

erfo

rm a

cr

ossc

ut o

n w

ood

. �

Abl

e to

do

finish

ing

on

woo

d.

�So

lve

basic

def

ects

and

re

pa

ir b

rea

kage

s in

furn

iture

with

the

use

of

diff

eren

t met

hod

s

AD

APT

ED C

URRI

CUL

UM A

ND

ASS

ESSM

ENT

POLI

CY

STA

TEM

ENT

(AC

APS

) – M

AIN

TEN

AN

CE

22

Exit

leve

l Out

com

e 4

cont

inue

s…: A

pply

bas

ic sk

ills in

the

build

ing

and

cons

truct

ion

ind

ustry

A

ble

to s

olve

bas

ic b

uild

ing

wet

wor

k pr

oble

ms

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

Sp

ecifi

c O

utco

me

7:

Rep

air

bric

k a

nd p

last

er

wor

k

Ass

essm

ent C

riter

ion

1:

�Kn

ow to

ols a

nd

�A

ble

to p

rep

are

the

area

w

here

rep

air

wor

k w

ill be

d

one

�Kn

ow th

e m

ate

rial in

b

asic

bric

k a

nd p

last

er

wor

k

Ass

essm

ent C

riter

ion

3:

�Re

pa

ir b

asic

bric

k w

ork

�Kn

ow th

e co

nstru

ctio

n of

p

illars

, ca

vity

wa

lls e

tc.

�Re

pair

conc

rete

floo

rs

�Kn

ow la

dd

ers a

nd

sca

ffold

ing

�M

ix c

oncr

ete

and

ce

men

t

�Re

pa

ir cr

ack

s and

d

am

age

d p

last

er w

ork

Spec

ific

Out

com

e 8

: D

o pa

ving

and

roa

d

rep

airs

.

A

sses

smen

t Crit

erio

n 1:

�Kn

ow th

e th

eory

on

pa

ving

�

Know

how

to u

se p

avin

g to

ols

�Kn

ow h

ow to

pre

pare

th

e su

rface

bef

ore

pa

ving

Ass

essm

ent C

riter

ion

2:

�M

anuf

actu

re y

our o

wn

pave

rs

�Pa

ve a

squa

re m

etre

Exit

leve

l Out

com

e 4

cont

inue

…: A

pply

bas

ic sk

ills in

the

build

ing

and

cons

truct

ion

ind

ustry

Re

pair

basic

floo

ring

Ye

ar 1

Orie

ntat

ion

Ye

ar 2

Ye

ar 3

Ye

ar 4

Sp

ecifi

c O

utco

me

9:

Do

basic

tilin

g on

floo

rs

and

wa

lls.

o

Ass

essm

ent C

riter

ia

Ass

essm

ent c

riter

ion

1 �

Know

the

tilin

g to

ols a

nd

thei

r use

�

Know

the

diff

eren

t tile

ty

pes

�

Know

safe

ty ru

les o

n til

ing

�A

ble

to m

ix ti

ling

ad

hesiv

e �

Ab

le to

mea

sure

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riter

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es

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(AC

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23

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ar 1

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ntat

ion

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ecifi

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utco

me

10:

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carp

et la

ying

at a

ba

sic le

vel

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sses

smen

t Crit

erio

n 1:

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tool

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thei

r us

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p

reca

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e ty

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epar

e th

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or

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pair

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a

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to w

ork

with

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and

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e to

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sh w

here

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ing

and

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rpet

s are

ne

ighb

ours

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ecifi

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utco

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inat

ed fl

oorin

g- re

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essm

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1:

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iffer

ent t

ypes

of

lam

inat

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to u

se th

e a

pp

rop

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essm

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riter

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e ef

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of

exp

ans

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and

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ctio

n.

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to re

pa

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da

mp

d

am

age

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min

ate

d

floor

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it Le

vel O

utco

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aint

ain

all p

lum

bing

inst

alla

tions

to a

cor

rect

and

wor

king

con

diti

on

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bing

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ar 1

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ntat

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ecifi

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ecifi

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a le

aki

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ipe

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n 1:

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and

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use

th

e to

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equi

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of p

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diff

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of fi

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pre

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ENT

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CY

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(AC

APS

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AIN

TEN

AN

CE

24

Ye

ar 1

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ntat

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ar 2

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ar 3

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ar 4

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ecifi

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me

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ock

dra

ins i

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use

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e to

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or fi

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stra

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to u

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basin

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riter

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to u

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ba

th/

show

er

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ific

Out

com

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tter

s and

dow

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nd a

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to u

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utte

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riter

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to c

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utte

rs

and

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npip

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ith

thei

r fitt

ings

. �

Ab

le to

fix

and

fit

dow

npip

es a

nd fi

ttin

gs


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

(1)/2/3/4 Formal School-Based Assessment Final End –of Year

Assessment Term 1 Term 2 Term 3 Term 4 Practical task 1 (75%)

Practical task 1 (75%)

Practical task 1 (75%)

Practical Exam 75%

Theory (25%)

Theory (25%)

Theory (25%)

Theoretical Exam 25%

Term Report

100% 100% 100% 300/3 100%

End of year

100=75% 100%/4=25% Final Mark 100%

*These may consist of one or a number of smaller activities.


ASSESSMENT PROGRAMME: ASSESSMENT ACTIVITIES FOR MAINTENANCE (SUGGESTED LAYOUT) YEAR 1: TERM 1

Term Content /

concept/skill Activities Forms of

Assessment % FATs based on

activities in CAPS

Term

1 Activity 1

Practical 75 % FAT 1 Activity 2

Activity 3 Theory 25%

YEARS 2-4

Term Content /



activities in CAPS

Term

1 Activity 1


Activity 3 Theory 25% Term Content /



activities in CAPS

Term

2 Activity 1





activities in CAPS

Term

3 Activity 1





activities in CAPS

Term

4 Activity 1


Activity 3 Theory 25%


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 Maintenance is based ( inter alia) on the following SAQA Qualification and Unit Standards: SAQA Qualification ID

Qualification Title : Maintenance

SAQA: Unit Standard Number

Title

SAQA 0480/09 Building Construction

SAQA 0160/05 Construction Tiling

SAQA 0160/05 Construction Plumbing

SAQA 0160/05 Construction Painting

SAQA 0480/09 National Certificate: Glazing

Documents

SCHOOL OF SKILLS - Western Cape · and curriculum transformation (Depar tment of Education, 2001 p. 11). These principles also underlie the new Cur riculum and Assessment Policy Statement