ASSESSMENT GUIDELINES AUTOMOTIVE REPAIR AND MAINTENANCE … Certificates NQF Level...

NATIONAL CERTIFICATES (VOCATIONAL)

ASSESSMENT GUIDELINES

AUTOMOTIVE REPAIR AND MAINTENANCE

NQF LEVEL 3

IMPLEMENTATION: JANUARY 2014

Automotive Repair and Maintenance Level 3 Final Assessment Guidelines (January 2014) National Certificates Vocational

1 Department of Higher Education and Training

AUTOMOTIVE REPAIR AND MAINTENANCE - 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 AUTOMOTIVE REPAIR AND MAINTENANCE

1 Schedule of assessment

2 Recording and reporting

3 Internal assessment of Subject Outcomes in Automotive Repair and Maintenance – Level 3

4 Specifications for the external assessment in Automotive Repair and Maintenance – Level 3

4.1 Integrated summative assessment task (ISAT)

4.2 National examination



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 Automotive Repair and Maintenance 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: Automotive Repair and Maintenance Level 3 to prepare for and deliver Automotive Repair and Maintenance. 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.



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 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 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 judgment is arrived at if the assessment is replicated in the same context. This demands consistency in the interpretation of evidence; therefore, careful monitoring of assessment is vital.

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.



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 the 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, Umalusi and, where relevant, an Education and Training Quality Assurance (ETQA) body



according to South African Qualifications Authority (SAQA) and Umalusi standards and requirements.

The external moderator:

monitors and evaluates the standard of all summative assessments; maintains standards by exercising appropriate influence and control over assessors; ensures 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 assuror; and moderates in case of a dispute between an assessor and a student.

Policy on inclusive education requires that assessment procedures for students who experience barriers to learning be customised and supported to enable these students to achieve their maximum potential.

4 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

The period of validity of the internal continuous assessment mark is determined by the National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates (Vocational).

The ICASS must be re-submitted with each examination enrolment for which it constitutes a component.

5 ASSESSOR REQUIREMENTS

Assessors must be subject specialists and a competent assessor

6 TYPES OF ASSESSMENT

Assessment benefits the student and the lecturer. It informs students about their progress and helps lecturers make informed decisions at different stages of the learning process. Depending on the intended purpose, different types of assessment can be used.

6.1 Baseline assessment

At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills, values and attitudes (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.



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.

LECTURER ASSESSMENT The lecturer assesses students’ performance against given criteria in different contexts, such as individual work, group work, etc.

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

PEER ASSESSMENT Students assess another student’s or group of students’ performance against given criteria in different contexts, such as individual work, group work, etc.

GROUP ASSESSMENT Students assess the individual performance of other students within a group or the overall performance of a group of students against given criteria.

9 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence (PoE).

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.



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.

METHODS FOR COLLECTING EVIDENCE

Observation-based(Less structured)

Task-based(Structured)

Test-based(More structured)

Assessment instruments

Observation Class questions Lecturer, student,

parent discussions

Assignments or tasks Projects Investigations or

research Case studies Practical exercises Demonstrations Role-play Interviews

Examinations Class tests Practical

examinations Oral tests Open-book tests

Assessment tools Observation sheets Lecturer’s notes Comments

Checklists Rating scales Rubrics

Marks (e.g. %) Rating scales (1-7)

Evidence

Focus on individual students

Subjective evidence based on lecturer observations and impressions

Open middle: Students produce the same evidence but in different ways. Open end: Students use the same process to achieve different results.

Students answer the same questions in the same way, within the same time.



12 COMPETENCE DESCRIPTIONS

All assessment should award marks as evaluations of specific tasks. However, marks should be awarded against rubrics and should not be simply a total of ticks for right answers. Rubrics should explain the competence level descriptors for the skills, knowledge, values and attitudes (SKVAs) that 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 which criteria they are evaluated. Space for comments is essential.



ASSESSMENT IN

AUTOMOTIVE REPAIR AND MAINTENANCE

LEVEL 3



SECTION C: ASSESSMENT IN AUTOMOTIVE REPAIR AND MAINTENANCE

1 SCHEDULE OF ASSESSMENT

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 the minimum number of both practical and written assessment tasks conducted during the internal continuous assessment (ICASS) are kept and recorded in the Portfolio of Evidence (PoE) which is subject 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 Automotive Repair and Maintenance Level 3.

TASKS

Time-frame

Type of assessment

activity

Minimum time and proposed mark

allocation* (can be increased but not

reduced)

Scope of assessment

% contribution to the year

mark Do not confuse the weightings of topics in

the Subject Guidelines with the % contribution to the year mark

1 Term 1 Test 1 hour (50 marks) Topics completed in

Term 1 10

2 Term 1 Practical

Assessment/ Assignment

Determined by the scope and nature of

the task

One or more of the topics completed as an

assignment 25

3 Term 2 Practical

Assessment/ Assignment

Determined by the scope and nature of

the task

One or more of the topics completed as an

assignment 25

4 Term 2 Test* 1 hour (50 marks) Topics completed in

Terms 1 and 2

10

5 Term 3 Internal

Examination*

As per external examinations (P1 & P2

where applicable)

Topics completed to date (P1 =15 & P2=15, where

applicable) 30

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’ is developed, updated and available on the Department’s website. The conduct and administration of internal assessments must always comply with specifications contained in the most current version of the ICASS Guideline document.

2 RECORDING AND REPORTING

Automotive Repair and Maintenance, as is the case for all the other Vocational subjects, is assessed according to five levels of competence. The level descriptions are explained in the following table.

Scale of Achievement for the Vocational component

RATING CODE RATING MARKS %

5 Outstanding 80-100

4 Highly Competent 70-79

3 Competent 50-69

2 Not yet competent 40-49

1 Not achieved 0-39

The planned 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 student’s whose tasks were moderated).

Where tasks cannot be contained as evidence 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 Automotive Repair and Maintenance Level 3.



3. INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN AUTOMOTIVE REPAIR AND MAINTENANCE – LEVEL 3

Topic 1: Fundamentals of Fuel Systems

SUBJECT OUTCOME

1.1 Explain petrol as an automotive fuel.

ASSESSMENT STANDARDS LEARNING OUTCOMES

Safety procedures for working with flammable fluids and gases are explained.

Explain safety procedures for use when working with flammable fluids and gases.

Different types and grades of petrol available on the market are described.

Describe different types and grades of petrol.

Different additives used in petrol are described.

Describe different additives used in petrol.

The process whereby air and petrol mix to form a gas is explained.

Explain how air and petrol mix to form a gas.

Petrol combustion processes are described Describe the petrol combustion process

ASSESSMENT TASKS OR ACTIVITIES

Evaluation of students’ feedback Written test at the end of the Subject Outcome

SUBJECT OUTCOME

1.2 Explain the operation of a petrol fuel system


Safety procedures for working on Electronic Fuel Injection (EFI) components are explained.

Explain safety procedures for working on Electronic Fuel Injection (EFI) components.

The operation of single and twin choke carburettors is explained

Explain the operation of single and twin choke carburettors.

Different carburettor circuits used at different throttle positions are explained.

Explain different carburettor circuits used at different throttle positions.

Mixture adjustments to improve emission levels in a carburettor are explained.

Explain mixture adjustments to improve emission levels in a carburettor.

Different components and their function on the Electronic Fuel Injection (EFI) system are identified.

Identify different components and their function on the Electronic Fuel Injection (EFI) system.


Evaluation of students’ feedback Written test at the end of the Subject Outcome



SUBJECT OUTCOME

1.3 Perform selected tasks on petrol fuel systems


A hand vacuum pump is used to check vacuum controls.

Use a hand vacuum pump to check vacuum controls.

A basic carburettor service check is completed. Complete a basic carburettor service check.

A fuel pump check is completed. Complete a fuel pump check.

Fault finding checks are completed on different carburettors and possible solutions for repairs are provided.

Complete a fault finding check on different carburettors and provide possible solutions for repairs.


Evaluate students’ understanding using oral questions and answers Written questions as an assignment Practical assignment completed on a petrol fuel system

SUBJECT OUTCOME

1.4 Explain diesel as an automotive fuel.

ASSESSMENT STANDARD LEARNING OUTCOMES

Different types and grades of diesel available on the market are explained.

Explain different types and grades of diesel

Different additives currently used in diesel are described.

Describe different additives used in diesel

The mixture of air and diesel to form a gas is explained.

Explain how air and diesel mix to form a gas.

The diesel combustion process is described. Describe the diesel combustion process.


Evaluation of students’ understanding Written test at the end of Subject Outcome Demonstration using a model

SUBJECT OUTCOME

1.5 Explain the operation of a diesel fuel system.


Safety procedures for working on diesel fuel injection components are explained.

Explain safety procedures for working on diesel fuel injection components.

The operation of an in-line injector pump is explained.

Explain the operation of an in-line injector pump.

The operation of a rotating injector pump is explained.

Explain the operation of a rotating injector pump.

The operation of different types of diesel injectors is explained.

Explain the operation of different types of diesel injectors.

The operation of different types of glow plugs is explained

Explain the operation of different types of glow plugs.



Different systems to improve emission levels in a diesel fuel system are explained.

Explain different systems to improve emission levels in a diesel fuel system.


Evaluate an explanation using a model. In groups, evaluate the understanding of the diesel fuel pump. Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

1.6 Perform selected tasks on diesel fuel systems


Specifications and procedures for working on diesel injection systems are determined from a manual.

Determine specifications and procedures on diesel injection systems from a manual.

Special tools for testing or working on a fuel injection system are identified.

Identify special tools for testing or working on a fuel injection system.

A standard service on a diesel fuel system is completed according to manufacturer’s specifications.

Complete a standard service on a diesel fuel system according to manufacturer’s specifications.

An injector tester is used to test an injector according to manufacturer’s specifications.

Use an injector tester to test an injector according to manufacturer’s specifications.

The timing of the injector pump in a diesel fuel system is checked and adjusted.

Check and adjust the timing of the injector pump in a diesel fuel system.


Different practical exercises servicing a diesel fuel system. In groups, evaluate the understanding of the service on diesel fuel systems. Complete a written test before advancing to the next topic.

Topic 2: Maintenance and Repair of Suspension Systems

SUBJECT OUTCOME

2.1 Explain the construction of different suspension systems


Different front suspension systems and the functioning of individual components are described

Describe different front suspension systems and the functioning of individual components

Different rear suspension systems and the functioning of the individual components are described

Describe different rear suspension systems and the functioning of individual components

The importance of suspension systems is explained in relation to safety and comfort

Explain the importance of suspension systems in relation to safety and comfort

The working of different shock absorber systems is explained

Explain the working of different shock absorber systems

Special tools for testing or working on a suspension systems are identified

Identify special tools for testing or working on car suspension systems




Identification of tools used on suspension systems. Administer a class test before advancing to the next topic.

SUBJECT OUTCOME

2.2 Perform selected maintenance tasks on suspension systems


Safety procedures for working on a car’s suspension are explained.

Explain safety procedures for working on a car’s suspension.

A general check is performed on the suspension of a car according to manufacturer’s specifications.

Perform a general check on a car’s suspension according to manufacturer’s specifications.

The shock absorber of a car is replaced Replace the shock absorber of a car.

A wheel bearing is removed, replaced and adjusted.

Remove, replace and adjust a wheel bearing.

Different suspension bushes on the suspension of a car are replaced.

Replace different suspension bushes on the suspension of a car.


Different practical maintenance task exercises on suspension systems. Written questions in addition to the exercises.

SUBJECT OUTCOME

2.3 Diagnose and repair various front suspension system problems.

Range: Ride height, body sway, McPherson strut, SLA components, linkages, knuckle assemblies, ball joints, and bearing plated assemblies.


The root cause for front suspension problems is determined

Determine the root cause for front suspension problems

Various repairs are performed to solve front suspension system problems.

Perform various repairs to solve front suspension system problems


Different practical exercises on maintenance tasks to solve front system problems Assignment or case studies Evaluation of students’ feedback

SUBJECT OUTCOME

2.4 Diagnose and repair various rear suspension system problems.

Range: Ride height, body sway, SLA components, linkages, knuckle assemblies, ball joints, and bearing plated assemblies.


The root cause for rear suspension problems is determined:

Determine the root cause for rear suspension problems



Various repairs are performed to solve rear suspension system problems

Perform various repairs to solve rear suspension system problems


Assignment or case studies

Evaluation of students’ feedback

Topic 3: Checking and Adjusting of Steering Geometry

SUBJECT OUTCOME

3.1 Plan and prepare for checking and adjusting steering geometry

ASSESSMENT STANDARD LEARNING OUTCOME

Explain steering geometry of an automotive vehicle Range: Ackermans angle, toe out on turns, over steer and under steer

Explain steering geometry of an automotive vehicle Range: Ackermans angle, toe out on turns, over steer and under steer

Specifications and equipment for checking and adjusting the steering geometry are determined.

Determine specifications and equipment to check and adjust the steering geometry.

Safety aspects for using a wheel alignment machine to check the steering geometry are described

Describe safety aspects for using a wheel alignment machine to check the steering geometry


In groups, evaluate the understanding of adjustment of steering geometry. Administer a written test before advancing to the next topic.

SUBJECT OUTCOME

3.2: Explain and perform pre-checks on suspension components relating to steering geometry.


An explanantion is provided on the required procedures for checking and adjusting a steering geometry

Explain the required procedures for checking and adjusting a steering geometry

Safety procedures for checking and adjusting steering geometry are observed

Observe safety procedures for checking and adjusting steering geometry.

Unusual tyre wear patterns are observed and recorded.

Observe and record unusual tyre wear patterns.

Tyre air pressure is checked and adjusted. Check and adjust tyre air pressure.

Steering column noises and operation are diagnosed

Diagnose steering column noises and operation.

Manual steering gear and adjustment are diagnosed Range ball joints, king pins,shock absorbers,springs

Diagnose manual steering gear and adjustment.

Manual rack and pinion steering gear and adjustment are diagnosed

Diagnose manual rack and pinion steering gear and adjustment.



Nut torque settings are checked according to factory recommendations and adjusted if necessary.

Check nut torque settings according to factory recommendations and adjust if necessary.

Wheel bearings and adjustment are checked Check wheel bearings and adjustment


Practical exercises on performing pre-checks on steering geometry components and analysing information.

In groups, evaluate the understanding of steering geometry servicing.

SUBJECT OUTCOME

3.3: Analyse information and compile a condition report on suspension components


The findings and results of pre-checks are explained according to selected criteria.

Explain findings and results of pre-checks according to selected criteria.

The findings of conditions of components are compared and interpreted

Compare and interpret findings of conditions of components

A report on the overall condition of the suspension components is compiled

Compile a report on the overall condition of the suspension components

The report is submitted to the workshop manager or facilitator.

Submit the report to the workshop manager or facilitator.


Evaluation of students’ feedback Evaluate of the analysis and written report.

SUBJECT OUTCOME

3.4 Perform wheel alignment and adjustment


Wheel alignment theory, angles and their functions are explained Range: All aspects of toe in and toe out on turns, caster angles and camber angles, King Pin Inclination(KPI) and Steering Axle Inclination(SAI) principles

Explain the theory of wheel alignment, angles and their functions Range: All aspects of toe in and toe out on turns, caster angles and camber angles, King Pin Inclination (KPI) and Steering Axle Inclination (SAI) principles

The vehicle steering is checked and adjusted if necessary.

Check and adjust the vehicle steering

The caster and camber angles are checked and adjusted if necessary.

Check and adjust the caster and camber angles

The toe in and toe out is checked and adjusted if necessary.

Check and adjust toe in and toe out

The steering axis inclination (SAI) and king pin inclination (KPI) are checked and adjusted if necessary.

Check and adjust steering axis inclination (SAI) and king pin inclination (KPI)




Practical exercises on performing wheel alignment and adjustment. Written questions and answers in assignments

Topic 4: Wheel Balancing

SUBJECT OUTCOME

4.1 Plan and prepare work area and vehicle for wheel balancing task.


Task instructions or job card are obtained, read and interpreted

Obtain, read and interpret task instructions or job card.

The work area and vehicle are prepared for the wheel balancing task.

Remove any potential obstacles and clean the work and surrounding areas.


Assignment or case studies Evaluation of students’ feedback

SUBJECT OUTCOME

4.2 Prepare the wheel balancing machine.


The safety and operational condition of the equipment are inspected to ensure the correct calibration and proper working of mechanical and electrical components.

Inspect the safety and operational condition of the equipment to ensure the correct calibration and proper working of mechanical and electrical components.

The appropriate tools are collected to perform the wheel balancing

Collect the appropriate tools to perform the wheel balancing

The size of the balancing weights is arranged. Arrange the size of the balancing weights. The required information is loaded into the

computer storage systems Range: Wheel specifications, size, diameter, width, any other information required by the machine

Load the required information into the computer storage systems Range: Wheel specifications, size, diameter, width, any other information required by the machine


Evaluate practical exercises on preparation of the wheel balancing machine. In groups, evaluate the understanding of the wheel balancing machine. Complete a class test before advancing to the next topic.

SUBJECT OUTCOME

4.3 Balance the wheel.


Information on the computer storage systems is interpreted and applied.

Interpret and apply information on computer storage systems



Rims and tyres are inspected for damage and wear.

Inspect rims and tyres for damage and wear.

The wheel is mounted onto the machine. Mount the wheel onto the machine. The static balancing of the wheel is

completed. Perform the static balancing of the wheel

The dynamic balancing of the wheel is completed.

Perform dynamic balancing of the wheel


Evaluate practical exercises on wheel balancing. In groups, evaluate the understanding of wheel balancing. Complete a class test before advancing to the next topic.

Topic 5: Maintenance and Repair of Starting Systems

SUBJECT OUTCOME

5.1.Explain the working of the starting system


The electrical circuit of the starting system is described.

Describe the electrical circuit of the starting system.

The working of different types of starter motors is explained.

Explain the working of different types of starter motors.

The working of different parts of the starter motor is explained

Explain the working of different parts of the starter motor.

Safety procedures for working on the starting system are explained.

Explain safety procedures for working on the starting system.


In groups, evaluate the understanding of the working of the starting system. Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

5.2 Perform a starter check on a vehicle


A visual inspection is made of the starting system and possible faults are identified.

Perform a visual inspection on the starting system and identify possible faults.

The motor is started and the voltage drop of the battery is measured.

Start the motor and measure the voltage drop of the battery

The starting current through the starting system is measured,

Measure the starting current through the starting system.

The battery voltage drop and starting current measurements are used to draw conclusions on the condition of the starter.

Use the battery voltage drop and current measurements to draw conclusions on the condition of the starter.


Evaluate practical exercises on checking the starting system

Written questions and answers.



SUBJECT OUTCOME

5.3 Perform basic maintenance on the motor of a starter


The starter is removed from the vehicle Remove the starter motor from a vehicle

The starter motor is disassembled Range: relay, armature shaft, housing, brushes, pinion

Disassemble the starter motor. Range: Relay, armature shaft, housing, brushes, pinion.

The parts are checked according to manufacturer’s specifications.

Check all the parts according to manufacturer’s specifications.

The damaged or worn parts are replaced Replace the damaged or worn parts.

The starter motor is assembled and its performance is tested.

Assemble the starter motor and test its performance.

The starter motor is replaced and the functioning of the starter system is tested.

Replace the starter motor and check the functioning of the starting system.


Evaluate practical exercises on basic starter motor repairs. Written questions with the exercise

Topic 6: Maintenance and Repair of Charging Systems

SUBJECT OUTCOME

6.1 Explain the working of the charging system


The electrical circuit of the charging system is described.

Describe the electrical circuit of the charging system.

Alternating current (AC) and direct current (DC) electrical circuits are differentiated.

Differentiate alternating current (AC) and direct current (DC) electrical circuits

The functioning of alternating current (AC) and direct current (DC) generators (where still in use) is explained

Explain the functioning of alternating current (AC) and direct current (DC) generators (where still in use)

The functioning of different parts of the alternator is explained. Range: Rotor, stator, rectifier, regulator.

Explain the functioning of different parts of the alternator. Range: Rotor, stator, rectifier, regulator.

Safety procedures for working on the charging system are explained.

Explain safety procedures for working on the charging system.


In groups, evaluate the understanding of the working of the starting system Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

6.2 Perform basic checks and maintenance on the charging system.


A visual check is performed on the charging system and possible faults are identified.

Perform a visual check on the charging system and identify possible faults



The engine is started and the alternator charging output voltage is measured.

Start the engine and measure the alternator charging output voltage

The charging current and maximum output through the charging system are measured.

Measure the charging current and maximum output through the charging system.

The voltage between the negative terminal of the battery and the chassis are measured.

Measure the voltage between the negative terminal of the battery and the chassis.

The charging system is checked and possible faults are identified.

Check the charging system and identify possible faults.

The driving belt condition and tension are checked.

Check the driving belt condition and tension.

If necessary, the belt is replaced and the tension adjusted.

Replace the belt, if necessary, and adjust the tension.


Evaluate practical exercises on basic checks on the starting system Written questions with the assignments

SUBJECT OUTCOME

6.3 Perform basic alternator maintenance


The alternator is removed from the vehicle. Remove the alternator from the vehicle.

The alternator is disassembled Range: rotor, stator, pulley, rectifier, regulator, brushes.

Dissassemble the alternator. Range: rotor, stator, pulley, rectifier, regulator, brushes.

All the parts are checked according to factory specifications

Check all the parts according to factory specifications.

Worn or damaged parts are replaced. Replace the damaged or worn parts.

The alternator is assembled and its performance tested.

Assemble the alternator and test its performance.

The alternator is replaced and the functioning of the charging system is checked.

Replace the alternator and check the functioning of the charging system.


Evaluate practical exercises on basic alternator repairs. Written questions with the exercise

Topic 7: Maintenance and Repair of Hydraulic Brake Systems

SUBJECT OUTCOME

7.1 Explain the theory of hydraulic brake systems


The application of fundamental laws of hydraulic brake systems is explained.

Explain the application of fundamental laws of hydraulic brake systems.

The characteristics and properties of liquids as applied to brake fluid are explained.

Explain the characteristics and properties of liquids as applied to brake fluid.

The operation of the hydraulic brake system is explained.

Explain the operation of the hydraulic brake system.



The legal requirements for brake deceleration are explained

Explain the legal requirements for brake deceleration.


Complete a class test before advancing to the next topic.

SUBJECT OUTCOME

7.2 Explain the functioning and operation of the hydraulic brake system


The functioning and operating principles of the brake system components are described. Range: Different parts of drum brakes, different parts of disc brakes, hand brake, brake booster, brake pressure controller

Describe the functioning and operating principles of the brake system components. Range: Different parts of drum brakes, different parts of disc brakes, hand brake, brake booster, brake pressure controller

Manual and pressure bleeding of brakes are explained.

Explain manual and pressure bleeding of brakes

Safety procedures for working on the brake system are explained.

Explain safety procedures for working on the brake system.


In groups, evaluate the understanding of the hydraulic brake system functioning Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

7.3 Perform basic maintenance on the brake system


The brake system is checked Range: brake shoes of a drum brake system, brake pads of a disc brake system, handbrake, brake fluid in the brake system, the fluid-level sensor and brake pedal switch.

Check the brake system. Range: brake shoes of a drum brake system, brake pads of a disc brake system, handbrake, brake fluid in the brake system, the fluid-level sensor and brake pedal switch.

Damaged or worn components of the brake system are replaced.

Replace the damaged or worn components of the brake system.

Possible faults on the hydraulic brake system are identified.

Check for possible faults on the hydraulic brake system.

The brake pressure controller is checked. Check the brake pressure controller

The drum diameter and/or disk thickness are checked and compared with manufacturer’s specifications.

Check the drum diameter and/or disk thickness and compare with manufacturer’s specifications

The brake fluid is refilled Re-fill the brake fluid.

The handbrake is adjusted. Adjust the handbrake.


Evaluate practical exercises on the basic maintenance of the brake system. Written questions and answers



SUBJECT OUTCOME

7.4 Diagnose and repair various parts of the brake system.


The wheel brake cylinder of a drum brake system is removed.

Remove the wheel brake cylinder of a drum brake system.

The wheel cylinder is disassembled and the seals are replaced.

Disassemble the wheel cylinder and replace the seals

The wheel brake cylinder is assembled. Assemble the wheel brake cylinder

The wheel brake cylinder is refitted to the vehicle.

Refit the wheel brake cylinder to the vehicle.

The brake caliper of the disc brake system is removed.

Remove the brake caliper of the disc brake system.

The inside of the cylinder is cleaned and the seals are replaced.

Clean the inside of the cylinder and replace the seals.

The brake calliper is assembled and refitted to the vehicle.

Assemble the brake calliper and refit it to the vehicle.

The brake hose of the hydraulic brake system is replaced.

Replace the brake hose of the hydraulic brake system.

The brake master cylinder is removed. Remove the brake master cylinder.

The master cylinder is disassembled and the parts are inspected.

Disassemble the master cylinder and inspect the parts

Worn parts are replaced. Replace the worn parts.

The brake master cylinder is assembled. Assemble the brake master cylinder.

The brake master cylinder is refitted to the vehicle and the system is bled.

Refit the brake master cylinder to the vehicle and bleed the system.


Evaluate practical exercises on various repairs on the brake system. Written questions and answers.

Topic 8: Maintenance and Repair of Ignition Systems

SUBJECT OUTCOME

8.1 Explain the operation of a conventional and an advanced ignition system


The functioning and operating principles of the ignition system are described.

Describe the function and operating principles of the ignition system.

The importance of ignition timing and dwell angle are explained.

Explain the importance of ignition timing and dwell angle.

The construction and operation of the ignition system are explained. Range:the ignition coil, the distributor with contact breaker points, a ballast resistor and condenser, the transistor ignition, the centrifugal and vacuum advance mechanism

Explain the construction and operation of the ignition system Range:the ignition coil, the distributor with contact breaker points, a ballast resistor and condenser, the transistor ignition, the centrifugal and vacuum advance mechanism

The operation of the distributor with inductive, hall or optical sensors is explained.

Explain the operation of the distributor with inductive, hall or optical sensors.



The operation of the distributor-less ignition (dual spark, coil on plug) is explained.

Explain the operation of distributor-less ignition (dual spark, coil on plug).

The construction and operation of the spark plug are explained.

Explain the construction and operation of the spark plug.

Safety procedures for working on the ignition system are explained.

Explain safety procedures for working on the ignition system.


In groups, evaluate the understanding of the working of the ignition system Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

8.2 Perform basic maintenance on the ignition system


Spark plugs are removed, cleaned and inspected.

Remove, clean and inspect spark plugs.

Spark plugs are adjusted according to manufacturer’s specifications and replaced where necessary.

Adjust spark plugs according to manufacturer’s specifications and replace where necessary.

High tension leads are checked and replaced. Check and replace high tension leads.

The contact breaker points are replaced and the opening gap adjusted according to manufacturer’s specifications.

Replace the contact breaker points and adjust the opening gap according to manufacturer’s specifications.

The ignition timing is checked and adjusted using a timing light according to manufacturer’s specifications.

Check and adjust the ignition timing using a timing light according to manufacturer’s specifications.

The ignition system is inspected and possible faults are identified.

Inspect the ignition system and identify possible faults.


Evaluate practical exercises on basic maintenance on ignition systems. Written questions and answers.

SUBJECT OUTCOME

8.3 Diagnose and repair various parts of the ignition system


A distributor assembly is removed from the engine.

Remove a distributor assembly from the engine.

The distributor is disassembled. Disassemble the distributor.

All the components are checked for mechanical wear Range: shaft, cam, advance mechanism, breaker points, drive gear.

Check all components for mechanical wear Range: shaft, cam, advance mechanism, breaker points, drive gear.

All electrical parts are checked. Range: wires, contacts, condenser, rotor, cap.

Check all electrical parts. Range: wires, contacts, condenser, rotor, cap.

The worn parts are replaced Replace the worn parts



The distributor is assembled. Assemble the distributor.

The distributor assembly is tested on a test bench and dwell angle adjustments are carried out.

Test the distributor assembly on a test bench and carry out necessary dwell angle adjustments.

The distributor assembly is refitted on the engine using appropriate tools and the ignition time is adjusted.

Refit the distributor assembly on the engine using appropriate tools and adjust the ignition timing.


Evaluate practical exercises on various repairs on the brake system. Written questions and answers.

Topic 9: Performance of a Basic Condition Test on a Vehicle Engine

SUBJECT OUTCOME

9.1 Describe basic condition test procedures


The procedure to perform a cylinder compression test is described

Describe the procedure to perform a cylinder compression test

All the different conditions of the engine that influence the compression are listed

List all the different conditions of the engine that will influence the compression

The procedure to perform a cylinder leakage test is described.

Describe the procedure to perform a cylinder leakage test

All the different conditions of the engine that influence the leakage percentage are listed.

List all the different conditions of the engine that influence the leakage percentage

Manufacturer’s specifications are acquired for: The cylinder compression test of a

particular engine The cylinder leakage test of a particular

engine.

Acquire manufacturer’s specifications for the cylinder compression test of a particular engine

Acquire manufacturer’s specifications for the cylinder leakage test of a particular engine.


In groups, evaluate the understanding of how to perform a basic condition test Complete a written test before advancing to the next topic. Evaluate the factory information acquired.

SUBJECT OUTCOME

9.2 Use test equipment to perform assessment of the engine condition.


The engine compartment is cleaned Clean the engine compartment.

The engine is warmed up to operating conditions.

Warm up the engine to operating conditions.

The engine is prepared for the cylinder compression test.

Prepare the engine for the cylinder compression test.

A compression tester is used to measure the compression of the individual cylinders.

Use a compression tester to measure the compression of the individual cylinders.

The engine is prepared for the cylinder Prepare the engine for the cylinder leakage



leakage test. test.

A cylinder leakage tester is used to measure the leakage percentage of the individual cylinders.

Use a cylinder leakage tester to measure the leakage percentage of the individual cylinders.


Evaluate practical exercises on compression test and cylinder leakage test. Written questions and answers.

SUBJECT OUTCOME

9.3 Compare outcomes of the assessment with manufacturer’s specifications


Comparison procedures are chosen to follow and motivate the decision.

Choose comparison procedures to follow and motivate the decision.

Suitable test criteria are selected to compare the outcomes.

Select suitable test criteria to compare the outcomes.

Findings/results of assessment are explained according to selected criteria.

Explain findings/results of assessment according to selected criteria.

Findings/results of conditions are interpreted after comparison.

Interpret findings/results of conditions after comparison.


Evaluate a report written on the performance and outcomes of the compression and leakage test

SUBJECT OUTCOME

9.4 Compile and submit a condition report


Report writing and submission procedures are described.

Describe report writing and submission procedures.

An accurate condition report including all technical specifications is written.

Write an accurate condition report including all technical specifications.

The report is submitted to the workshop manager/facilitator.

Submit the report to the workshop manager/facilitator.


Evaluate a condition report written on the condition of a specific engine.

Topic 10: Removal and Replacement of a Vehicle Engine

SUBJECT OUTCOME

10.1 Explain procedures and perform cleaning of automotive components


Proper cleaning procedures for automotive components are described.

Describe proper cleaning procedures for automotive components.

The functioning and operation of the cleaning equipment is explained.

Explain the functioning and operation of the cleaning equipment.



The engine compartment is cleaned for inspection.

Clean the engine compartment for inspection.


Evaluate practical exercises on cleaning of an engine compartment. Written questions and answers.

SUBJECT OUTCOME

10.2 Explain how to remove an engine from a vehicle according to manufacturer’s specifications


Tools and equipment needed for removal of an engine from the engine compartment are identified from an appropriate manual.

Use an appropriate manual to identify tools and equipment needed for removing the engine from the engine compartment

Correct preparation of the work area for removal of the engine is described.

Describe correct preparation of the work area for removal of the engine.

Safety precautions and procedures to follow for removal and storage of the engine are explained

Explain safety precautions and procedures to follow when removing a vehicle engine.

Explain safety procedures to follow for storage of the engine.


Evaluate a detailed explanation of how to remove an engine from a vehicle.

SUBJECT OUTCOME

10.3 Remove the engine from the vehicle


The engine is prepared for removal. Range: Includes but is not limited to removal of wires, cables, mountings hoses.

Prepare the engine for removal. Range: Includes but is not limited to removal of wires, cables, mountings hoses.

The engine is removed from the engine compartment

Remove the engine from the engine compartment

All relevant mechanical and electrical connections are marked to ensure proper re-installation.

Assure proper re-installation by marking all relevant mechanical and electrical connections.

The engine is stored for further disassembly if required.

Store the engine for further disassembly if required.


Evaluate practical exercises on the removal of an engine from the vehicle.

SUBJECT OUTCOME

10.4 Replace the engine in the vehicle


The engine is prepared for re-instalment Prepare the engine for re-instalment.



The engine is replaced in the engine compartment

Replace the engine in the engine compartment

All necessary mechanical and electrical connections are made.

Make all necessary mechanical and electrical connections.

The vehicle is tested to ensure proper re-installation.

Test the vehicle to ensure proper re-installation.


Evaluate practical exercises on putting back an engine into the vehicle.

Topic 11: Overhauling of a Vehicle Engine

SUBJECT OUTCOME

11.1 Remove engine components


Appropriate tools and equipment for dismantling are identified and selected.

Identify and select appropriate tools and equipment for dismantling.

The work area is prepared for dismantling of components.

Prepare the work area for dismantling of components.

Components are correctly dismantled and numbered for storage.

Correctly dismantle components and number the components to be stored.

Component repair procedures are explained. Explain component repair procedures.

Safety procedures are adhered to while dismantling components.

Adhere to safety procedures while dismantling components.


Evaluate practical exercises on removing engine components. Written questions and answers.

SUBJECT OUTCOME

11.2 Assess components according to specifications


Different parts/components are identified. Identify different parts/components.

The function of different parts/components. are explained

Explain the function of the different parts/components.

Different parts/components are inspected, measured and their condition is recorded. Range: cylinder blocks and heads, piston and connecting rod assemblies, camshaft, gear chain and timing, crankshaft and bearings.

Inspect, measure and record the condition of different parts/components. Range: cylinder blocks and heads, piston and connecting rod assemblies, camshaft, gear chain and timing, crankshaft and bearings.


Evaluate practical exercises on assessing components according to specifications Written questions with the exercise.



SUBJECT OUTCOME

11.3 Compile and submit a condition report on services required


Findings on serviceability of parts and components are interpreted.

Interpret findings on serviceability of parts and components.

Information on services required is recorded and submitted.

Record and submit necessary information on services required.


Complete a written condition report and repair advice.

SUBJECT OUTCOME

11.4 Repair components

Range: Cylinder head, cylinder block, crank shaft, camshaft, piston and conrods, and all other components enabling interactions of main components.


Relevant parts are sent for engineering or machining work.

Send relevant parts for engineering or machining work to be completed.

Relevant parts/components are received back from engineering and machining for assembly.

Receive relevant parts/components back from engineering and machining for assembly.

Component checking and testing are explained and completed.

Explain and complete component checking and testing.


Evaluate practical exercises on checking and testing components that have been repaired. Written questions and answer exercises.

SUBJECT OUTCOME

11.5 Assemble components according to manufacturer’s specifications and procedures


Manufacturer’s specifications and procedures on assembling are determined from a manual.

Use a manual to determine manufacturer’s specifications and procedures on assembling.

The correct placement of components is determined.

Determine the correct placement of components.

Combined components are carefully assembled to avoid faulty procedures.

Carefully assemble combined components to avoid faulty procedures.

Final checking on all specifications is completed after assembly.

Complete final checking on all specifications after assembling.


Evaluate practical exercises on assembling engine parts according to factory specifications. Written questions and answer exercises.



Topic 12: Maintenance and Repair of Driveline and Related Components

SUBJECT OUTCOME

12.1: Explain the functioning of transmissions and related components


Different types of gears are explained Explain different types of gears

The relationship between the gear ratio and torque is explained

Explain the relationship between the gear ratio and torque.

The functioning of a transmission/gearbox is explained

Explain the functioning of a transmission/gearbox

Different types of gear lever arrangements are explained

Explain different types of gear lever arrangements.

Different types of transmissions/gearboxes are described Range: sliding mesh, constant mesh, synchromesh

Describe different types of transmissions/gearboxes Range: sliding mesh, constant mesh, synchromesh

The power flow in different gears in a transmission/gearbox is explained

Explain the power flow through different gears in a transmission/gearbox

The operational principles of different mechanical and hydraulic clutches used in cars are explained

Explain the operational principles of different mechanical and hydraulic clutches used in cars.

Clutch system components are identified and their operation is explained.

Identify and describe the operation of different components of a clutch system.


Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

12.2 Perform repairs on transmissions/gearboxes


Safety procedures for working on transmissions/gearboxes are described.

Describe safety procedures for working on transmissions/gearboxes.

Factory specifications on transmission/gearbox lubricants and service procedures are identified from a manual

Use a manual to identify the factory specifications on transmission/gearbox lubricants and service procedures

The transmission/gearbox is removed from the vehicle.

Remove the transmission/gearbox from the vehicle.

The transmission/gearbox is disassembled and all relevant parts are inspected for wear

Dis-assemble the transmission/gearbox and inspect all relevant parts for wear

A condition report is compiled and submitted. Compile and submit a condition report.

Worn or damaged parts are replaced. Replace worn or damaged parts

The transmission/gearbox is assembled according to factory specifications.

Assemble the transmission/gearbox according to factory specifications.

The complete transmission/transaxle driveline is re-installed and tested.

Re-install the complete transmission/transaxle driveline and test it.

Relevant documentation is completed to record repairs

Complete relevant documentation to record repairs




In groups, evaluate understanding of the working of the manual gearbox with the help of models Complete a written test before advancing to the next topic.

SUBJECT OUTCOME

12.3 Describe the operation of a final drive and differential


Different types of final drives are described. Range: bevel drives and worm drives

Describe different types of final drives Range: bevel drives and worm drives

The operating principles of a final drive and differential are explained.

Explain the operating principles of a final drive and differential.

The functioning of differential components are explained

Explain the functioning of differential components

Different power flows through a differential are explained Range: straight drive, left turn, right turn

Explain different power flows through a differential Range: straight drive, left turn, right turn


Written questions and answers.

SUBJECT OUTCOME

12.4 Perform repairs on a final drive


Safety procedures for working on differentials and final drives are described

Describe safety procedures for working on differentials and final drives

Factory specifications for repairs of differentials and final drives are obtained.

Obtain necessary factory specifications for repairs of differentials and final drives

The final drive is removed from the vehicle. Remove the final drive from the vehicle

The final drive is disassembled and the components inspected for wear

Disassemble the final drive and inspect the components for wear

A condition report is compiled and submitted. Compile and submit a condition report

Worn or damaged parts are replaced. Replace worn or damaged parts

The differential and final drive is assembled Assemble the differential and final drive

The differential and final drive is re-installed in the vehicle.

Re-install the differential and final drive in the vehicle


Evaluate practical tasks on repairs on a final drive Written questions and answers



SUBJECT OUTCOME

12.5 Explain drive line components and arrangement


Different types of drivelines are described Range: cross joints, propeller shafts, slip yokes, rubber trunnion, ring joint, layrub and constant velocity joint.

Describe different types of drivelines Range: cross joints, propeller shafts, slip yokes, rubber trunnion, ring joint, layrub and constant velocity joint.

Explain the phasing of a propeller shaft. Explain the phasing of a propeller shaft.


Written questions and answers

SUBJECT OUTCOME

12.6 Perform repairs on driveline componentsRange: dis-assembling, assembling, replacement and lubrication according to factory specifications.


Driveline components are removed Remove different driveline components

Driveline components are disassembled Disassemble different driveline components

Worn or damaged parts are replaced Replace worn or damaged parts

Different driveline components are assembled Assemble different driveline components

Different driveline components are replaced Replace different driveline components

All necessary parts in the driveline are lubricated according to factory specifications

Lubricate all necessary parts in the driveline according to factory specifications.


Evaluate practical execution of repairs on driveline components

4. SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN AUTOMOTIVE REPAIR AND MAINTENANCE – 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 during 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 these 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:

LEVEL 3

KNOWLEDGE AND COMPREHENSION

APPLICATION ANALYSIS, SYNTHESIS

AND EVALUATION

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