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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 2
(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).
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 3
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 4
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 5
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 6
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
Language: Home level 1
Language: First Add
MATHS level 1
Life
Skill
s /
LO
With
(SS
& EM
S)
Nat
ural
Sc
ienc
es &
Te
chno
logy
Cre
ativ
e A
rts
Phys
ical
Ed
ucat
ion
/ Sp
ort
Year 1: 2+ skills Year 2: 1 skill Year 3: 1 skill Year 4: 1 skill Or level 2 Or level 2
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 7
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 9
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 10
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 11
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 12
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.)
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 13
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 14
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)
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 15
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
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
AIN
TEN
AN
CE
16
Exit
Leve
l Out
com
e 1:
Kno
w a
nd a
pply
bas
ic sk
ill to
solv
e m
etal
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
1
Do
basic
wel
din
g
Ass
essm
ent C
riter
ia
�A
ble
to m
easu
re in
mm
�
Iden
tify
arc
wel
din
g to
ols
�Kn
ow a
rc w
eld
ing
safe
ty
regu
latio
ns.
Aas
sess
men
t Crit
erio
n 3:
�
Ab
le to
mea
sure
and
cut
m
etal
�
Know
arc
wel
din
g’s
acc
esso
ries a
nd h
ow to
us
e it.
�
Ab
le to
dril
l hol
es; b
end
m
eta
l rod
s; d
o fin
ishin
g on
met
al.
�Kn
ow sa
fety
rule
s. �
Know
diff
eren
t wel
ding
m
etho
ds
Ass
essm
ent C
riter
ion
2:
�O
bser
ve sa
fety
p
reca
utio
ns
�M
ake
the
corre
ct c
hoic
e of
wel
din
g ro
d.
�C
hoos
e th
e co
rrect
cu
rrent
�
Prep
are
the
wor
k pi
ece
�Id
entif
y d
iffer
ent m
etal
s
Ass
essm
ent C
riter
ion
4:
�Tr
oubl
e sh
ootin
g on
w
eld
ing
equi
pmen
t �
Do
a sm
all p
roje
ct
whi
ch in
clud
e a
ll ski
lls.
Spec
ific
Out
com
e 2:
W
ork
with
met
al m
ater
ials
�
Abl
e to
ma
rk o
ff; d
o p
unch
ing
bef
ore
dril
ling
�
Do
saw
ing
�D
o fil
ing
�Re
mov
e ru
st/
filin
g an
d
sand
ing
�D
o riv
etin
g
Ass
essm
ent C
riter
ion
1:
�Kn
ow d
iffer
ent m
etal
s �
Know
diff
eren
t met
hod
s of
wel
din
g a
nd
conn
ectin
g m
etal
�
Do
grin
din
g a
nd d
rillin
g
�H
ow to
light
and
ad
just
a
gas t
orch
�
Sold
erin
g m
eta
ls �
Ab
le to
use
a g
uillo
tine
Ass
essm
ent C
riter
ion
2;
�Pr
even
t met
al fr
om ru
st.
�A
ble
to c
ut sh
eet m
eta
l �
Ab
le to
rect
ify d
efec
ts
on z
ink
roof
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
Ass
essm
ent C
riter
ion
2 �
Prep
are
diff
eren
t su
rface
s e.g
. con
cret
e a
nd b
rick;
woo
d
�Re
pla
ce a
sing
le ti
le
�A
sses
smen
t Crit
erio
n 3:
�
Ab
le to
mea
sure
and
cut
til
es
�Re
pla
ce a
num
ber
of
tiles
usin
g sp
ace
rs
�A
ble
to a
pp
ly g
rout
Ass
essm
ent C
riter
ion
4:
�Re
pla
ce w
all t
iles
�Re
pla
ce ti
les a
roun
d
corn
ers
�A
ble
to d
o fin
ishin
g on
sla
te ti
les
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
AIN
TEN
AN
CE
23
Ye
ar 1
Orie
ntat
ion
Ye
ar 2
Ye
ar 3
Ye
ar 4
Sp
ecifi
c O
utco
me
10:
Do
carp
et la
ying
at a
ba
sic le
vel
A
sses
smen
t Crit
erio
n 1:
�
Know
the
tool
s and
thei
r us
e.
�Kn
ow th
e sa
fety
p
reca
utio
ns
�Kn
ow th
e ty
pes o
f ca
rpet
Ass
essm
ent C
riter
ion
2:
�Pr
epar
e th
e flo
or
�A
ble
to c
ut c
arp
ets
�Re
pair
a c
arp
et d
efec
t
Ass
essm
ent C
riter
ion
3:
�D
o th
e fin
ishin
g on
a
carp
et fl
oor
�A
ble
to w
ork
with
skirt
ing
and
ca
rpet
s �
Abl
e to
fini
sh w
here
til
ing
and
ca
rpet
s are
ne
ighb
ours
Sp
ecifi
c O
utco
me
11
Lam
inat
ed fl
oorin
g- re
pa
irs
Ass
essm
ent C
riter
ion
1:
�Kn
ow d
iffer
ent t
ypes
of
lam
inat
ed fl
oorin
g
�A
ble
to u
se th
e a
pp
rop
riate
tool
s
Ass
essm
ent C
riter
ion
2:
�Kn
ow th
e ef
fect
of
exp
ans
ion
and
d
etra
ctio
n.
�A
ble
to re
pa
ir a
da
mp
d
am
age
d la
min
ate
d
floor
Ex
it Le
vel O
utco
me
5: M
aint
ain
all p
lum
bing
inst
alla
tions
to a
cor
rect
and
wor
king
con
diti
on
Plum
bing
Ye
ar 1
Orie
ntat
ion
Ye
ar 2
Ye
ar 3
Ye
ar 4
Sp
ecifi
c O
utco
me
1 Sp
ecifi
c O
utco
me
4:
Fix
a le
aki
ng p
ipe
A
sses
smen
t Crit
erio
n 1:
�
Know
and
abl
e to
use
th
e to
ols r
equi
red
for
plu
mb
ing
�Kn
ow sa
fety
pre
caut
ions
w
ith re
gard
to p
lum
bin
g �
Know
the
diff
eren
t typ
es
of p
lum
bin
g p
ipes
e.g
. co
pper
; pol
ycor
p; P
VC
A
sses
smen
t Crit
erio
n 2:
��
Abl
e to
mea
sure
�
Abl
e to
cut
diff
eren
t ty
pes
of p
ipes
�
Know
the
diff
eren
t typ
es
of fi
ttin
gs e
.g. e
lbow
s; T-
pie
ces.
Ass
essm
ent C
riter
ion
3:
�A
ble
to c
onne
ct P
VC
–
pip
es
�A
ble
to c
onne
ct c
opp
er
pipe
s with
the
gas –
and
–
sold
erin
g m
etho
d
�A
ble
to c
onne
ct c
opp
er
pipe
s with
com
pre
ssio
n fit
tings
Ass
essm
ent C
riter
ion
4:
�A
ble
to d
eter
min
e w
hat
typ
e of
con
nect
ion
to
use
to fi
x ce
rtain
lea
ks
�A
ble
to p
erfo
rm a
lea
k fix
ing
�A
ble
to fi
nish
off
afte
r fix
ing
a le
ak.
AD
APT
ED C
URRI
CUL
UM A
ND
ASS
ESSM
ENT
POLI
CY
STA
TEM
ENT
(AC
APS
) – M
AIN
TEN
AN
CE
24
Ye
ar 1
Orie
ntat
ion
Ye
ar 2
Ye
ar 3
Ye
ar 4
Sp
ecifi
c O
utco
me
2:
Unbl
ock
dra
ins i
n ho
use
hold
s
o
Ass
essm
ent C
riter
ion
1:
�Kn
ow th
e to
ols f
or fi
a
blo
cked
dra
in.
�Kn
ow th
e m
etho
ds o
f un
blo
ckin
g a
dra
in
Ass
essm
ent C
riter
ion
2:
�D
emon
stra
te h
ow to
un
blo
ck a
dra
in.
�A
ble
to u
nblo
ck a
toile
t/
basin
Ass
essm
ent C
riter
ion
3:
�A
ble
to u
nblo
ck a
ba
th/
show
er
Spec
ific
Out
com
e 3:
Fi
x gu
tter
s and
dow
n pi
pes
Ass
essm
ent C
riter
ion
1:
�Kn
ow a
nd a
ble
to u
se
tool
s for
fixi
ng g
utte
rs
and
dow
npip
es
�Id
entif
y d
iffer
ent f
ittin
gs
for g
utte
rs a
nd
dow
npip
e.
Ass
essm
ent C
riter
ion
2:
�A
ble
to c
onne
ct g
utte
rs
and
dow
npip
es w
ith
thei
r fitt
ings
. �
Ab
le to
fix
and
fit
dow
npip
es a
nd fi
ttin
gs
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 25
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 26
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 27
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.
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 28
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 /
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% Term Content /
concept/skill Activities Forms of
Assessment % FATs based on
activities in CAPS
Term
2 Activity 1
Practical 75 % FAT 2 Activity 2
Activity 3 Theory 25% Term Content /
concept/skill Activities Forms of
Assessment % FATs based on
activities in CAPS
Term
3 Activity 1
Practical 75 % FAT 3 Activity 2
Activity 3 Theory 25% Term Content /
concept/skill Activities Forms of
Assessment % FATs based on
activities in CAPS
Term
4 Activity 1
Practical 75 % FAT 4 Activity 2
Activity 3 Theory 25%
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 29
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
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 30
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)
ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) – MAINTENANCE 31
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