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FACILITATOR GUIDELIFT AND MOVE LOADS USING A FORKLIFT

Lift and move material and equipment by means of a forklift

Unit Standard 244365NQF Level: 2Credits: 3

Compiled by: Bredenkamp Bruwer

Rev.1 – November 08

Moderated by:

Facilitator Name:

Facilitator Number:

Sparrow Consulting © November 08 Rev.1 – Nov 08

Table of ContentsUNIT 1: UNIT STANDARD 244365 5

UNIT 2: FACILITATOR NOTES 12

2.1 General information 12

2.1.1 The NQF National Certificate (Vocational) 12

2.1.2 The purpose of the qualification 12

2.1.3 Learning assumed to be in place 13

2.1.4 Recognition of Prior Learning 13

2.1.5 Access to the qualification13

2.2 Assessment and Portfolio of Evidence 13

2.2.1 Outcomes based assessment 14

2.2.2 The Portfolio of Evidence (PoE) 14

2.2.3 Formative assessment (learner workbook) 15

2.2.4 Summative assessment (assessment guide) 16

2.3 Resources needed 17

2.3.1 Physical resources 17

2.3.2 Human resources 18

2.3.3 Other resources 18

2.4 Module information 19

2.4.1 An overview of the module 19

2.4.2 Theoretical and practical application of the module 19

UNIT 3: LEARNER WORKBOOK 20

3.1 Learning methodologies employed in this module 20

3.2 Activities and exercises 24

3.2.1 Unit 1: Specified operational requirements 24

3.2.2 Unit 2: Preparation of the forklift 32

3.2.3 Unit 3: Operate the forklift 44

3.2.4 Unit 4: Post-operational activities 51

3.2.5 Practical55

UNIT 4: THE ASSESSMENT PROCESS 57

4.1 Assessment principles 57

4.2 Feedback 58

4.3 Assessment process 61

UNIT 5: THE ASSESSMENT GUIDE 62

Facilitator Guide 2 US 244365


5.1 Assessment 1: Questions 62

5.2 Assessment 2: All inclusive practical 72

5.3 Critical cross-field outcomes 80

5.4 Summative feedback report 80

5.5 Lesson plan 80

UNIT 6: FINAL ASSESSOR REPORT 81

UNIT 7: LESSON PLAN 82



Icons

Icon Description

Know -

ledg

e

Und

er -st

and

Skill

Develop a Checklist

Observe a Demonstration X X

Participate in Group work/ discussions, role-play, etc. X

Attend a Lecture X X

Conduct a Presentation

Multimedia X

Use Multimedia as learning tool

Self-study / Individual activity

Site visit X

Theoretical – all types of questions X

Sketches, case studies, documents, etc.

This guide was developed by

Sparrow Research and Industrial Consultants CC

e-mail: [email protected]

Tel: 012 – 460 9755



UNIT 1: UNIT STANDARD 244365

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD:

Lift and move material and equipment by means of a forklift

SAQA US ID UNIT STANDARD TITLE

244365 Lift and move material and equipment by means of a forklift

SGB NAME REGISTERING PROVIDER

SGB Mining and Minerals

FIELD SUBFIELD

Field 12 - Physical Planning and Construction

Civil Engineering Construction

ABET BAND UNIT STANDARD

TYPE

NQF LEVEL CREDITS

Undefined Regular 2 3

REGISTRATION STATUS

REGISTRATION START DATE

REGISTRATION END DATE

SAQA DECISION NUMBER

Registered 2007-08-16 2010-08-16 SAQA 0572/07

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2011-08-16 2014-08-16

This unit standard replaces:

US ID Unit Standard Title NQF Level Credits Replaceme

nt Status

9599 Lift and move material and equipment by means of a forklift

2 3 Complete

PURPOSE OF THE UNIT STANDARDThis unit standard is for persons who have the responsibility to lift and move material and equipment by means of a forklift.

Persons credited with this unit standard are able to:

Explain the specified requirements pertaining to lifting, securing, transferring and positioning of loads.



Prepare for lifting, securing, transferring and positioning of loads.

Operate the forklift.

Perform post-lifting, securing, transferring and positioning activities.

The skills, knowledge and understanding demonstrated within this unit standard contribute to social and economic transformation and the upliftment and economic growth of the mining and minerals sector by lifting and moving material and equipment by means of a forklift as part of the mining process.

This unit standard is intended to promote general skills, knowledge and understanding of persons responsible for lifting and moving material and equipment by means of a forklift in the mining and minerals sector in order to ensure knowledgeable, competent and informed workers.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNINGThe credit calculation is based on the assumption that learners are already competent in terms of the following outcomes or areas of learning when starting to learn towards this unit standard:

Operate a forklift, and should also understand the role that lifting and moving of loads plays in the complete process of mining at NQF Level 2.

Follow basic occupational health and safety practices underground at NQF Level 1.

UNIT STANDARD RANGESpecific range statements are provided in the body of the unit standard where they apply to particular specific outcomes or assessment criteria.

Specific Outcomes and Assessment Criteria: SPECIFIC OUTCOME 1Explain the specified requirements pertaining to lifting, securing, transferring and positioning loads.

ASSESSMENT CRITERIAASSESSMENT CRITERION 1The explanation describes the operational requirements of a forklift and the consequences to occupational health and safety if specified requirements are not adhered to.

ASSESSMENT CRITERION RANGEOperational requirements must include:

Towing and speed limits.

Traffic Control Systems.

Environmental conditions i.e. heat, gases, dust, excessive water, and visibility and ventilation flow.

Sling types and colour coding.

Load mass limitations.

ASSESSMENT CRITERION 2



The explanation describes the steps to be followed in the event of emergencies and the consequences to occupational health, safety and productivity if the specified requirements are not adhered to.

ASSESSMENT CRITERION RANGEEmergency procedures must include:

Brake failure.

Fire to equipment/machinery.

Fall of Ground.

Collisions.

Power failures.

Restricted areas.

Chemicals.

ASSESSMENT CRITERION 3The explanation describes the importance of operating a forklift for lifting, securing, transferring and positioning of loads and the role in the production cycle and the consequences to occupational health, safety and production if these requirements are not adhered to.

SPECIFIC OUTCOME 2Prepare for lifting, securing, transferring and positioning of loads.

ASSESSMENT CRITERIAASSESSMENT CRITERION 1The required personal protective equipment is available, fit for purpose and used in accordance with its design and specified requirements.

ASSESSMENT CRITERION 2The designated parking area of the forklift is examined and hazards and substandard conditions are dealt with according to specified requirements.

ASSESSMENT CRITERION 3The required tools and equipment are available, fit for purpose and transported according to specified requirements.

ASSESSMENT CRITERION 4The pre-use and after start inspection is conducted according to the requirements on the provided checklists, defects identified are dealt with according to specified requirements.

ASSESSMENT CRITERION 5The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst preparing for lifting, securing, transferring and positioning of loads, is according to specified requirements.

ASSESSMENT CRITERION RANGERange must include consequences of non-adherence to specified requirements in terms of: Personal protective equipment:

Parking area examination.



Selection, examination and transportation of tools and equipment.

Pre-use and after start inspection.

SPECIFIC OUTCOME 3Operate the forklift.

ASSESSMENT CRITERIAASSESSMENT CRITERION 1The physical conditions in the work area are continuously assessed and hazards and substandard conditions are dealt with according to specified requirements.

ASSESSMENT CRITERION RANGEPhysical conditions must include:

Environmental conditions.

Ground conditions.

Roadway conditions.

Restricted areas.

Loading area conditions.

Traffic flow.

ASSESSMENT CRITERION 2Tools and equipment are used according to specified requirements.

ASSESSMENT CRITERION 3The load is secured and the inclination to be traversed is verified according to specified requirements.

ASSESSMENT CRITERION RANGEPermissible load and securing methods must include:

Capacity loaded.

Permissible items.

Securing methods and mechanisms.

ASSESSMENT CRITERION 4The load is transferred and positioned according to specific requirements.

ASSESSMENT CRITERION 5Interpersonal interaction is positive, consistent with specified requirements and promotes effective teamwork.

ASSESSMENT CRITERION 6The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst lifting, securing, transferring and positioning of loads, is according to specified requirements.

ASSESSMENT CRITERION RANGERange must include consequences of non-adherence to specified requirements in terms of:



Continuous area examination.

Use of tools and equipment.

Securing the load and verifying the inclination to be traversed.

Transferring and positioning the load.

Interpersonal interaction.

SPECIFIC OUTCOME 4Perform post-lifting, securing, transferring and positioning activities.

ASSESSMENT CRITERIAASSESSMENT CRITERION 1The forklift is parked, secured and locked out according to specific requirements.

ASSESSMENT CRITERION 2Tools and equipment are prepared and stored for subsequent use and those defective are dealt with according to specified requirements.

ASSESSMENT CRITERION 3Reports are completed and submitted in accordance with specified requirements.

ASSESSMENT CRITERION 4The explanation of the consequences to safety, occupational health and production, if specified requirements are not adhered to whilst performing post-lifting, securing, transferring and positioning activities is according to specified requirements.

ASSESSMENT CRITERION RANGERange must include consequences of non-adherence to specified requirements in terms of:

Parking, securing and lock out procedure.

Preparation and storage of tools and equipment for subsequent use.

Completion and submission of reports.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONSAnyone assessing a learner against this unit standard must be registered as an assessor with the relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider through the relevant ETQA by SAQA.

Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGEThe following embedded knowledge is addressed in an integrated way in the unit standard: Causes and effects, implications of:

Hazards and risks not dealt with.

Sub-standard work practices.



Sub-standard use of tools and equipment.

Procedures and techniques:

Material removal techniques.

Regulations, legislation, agreements, policies, standards:

Safety, occupational health and environmental legislation and regulations.

Quality policies, standards and agreements.

Relationships, systems:

Interpersonal interaction with team members.

UNIT STANDARD DEVELOPMENTAL OUTCOMEN/A

UNIT STANDARD LINKAGESN/A

Critical Cross-field Outcomes (CCFO):1. UNIT STANDARD CCFO IDENTIFYINGIdentify and solve problems and make decisions using critical and creative thinking.

Note: The ability of the learner to identify sub-standard and hazardous conditions, assess and take appropriate action.

2. UNIT STANDARD CCFO WORKINGWork effectively with others as members of a team, group, organisation or community.

Note: The ability and willingness of the learner to accept and interpret work instructions correctly.

3. UNIT STANDARD CCFO ORGANISINGOrganise and manage themselves and their activities responsibly and effectively.

Note: The ability of the learner to indicate what methods, tools and personal protective equipment is required and communicate to fellow workers his/her intentions and assistance required.

4. UNIT STANDARD CCFO COLLECTINGCollect, analyse, organise and critically evaluate information.

Note: The ability of the learner to reconcile the information from visual and physical examinations and constantly evaluate the changing situation.

5. UNIT STANDARD CCFO COMMUNICATINGCommunicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentations.

Note: The appropriate communication with the relevant personnel with regard to the reporting of hazards and sub-standard conditions will indicate his/her proficiency in effective communication.

6. UNIT STANDARD CCFO SCIENCEUse science and technology effectively and critically showing responsibility towards the environment and occupational health of others.



Note: The learner demonstrates an understanding of and ability to use advanced mining technology in terms of production, safety and communication.

7. UNIT STANDARD CCFO DEMONSTRATINGDemonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation.

Note: The ability of the learner to recognise the importance of safely moving material and to understand the consequences of not adhering to standards in terms of the safety of all persons working underground.



UNIT 2: FACILITATOR NOTES

2.1 General information

2.1.1 The NQF National Certificate (Vocational)This module forms part of the National Certificate: Pulp and Paper Operations NQF2,

which is a vocationally orientated qualification that allows learners to progress from the

General Education and Training (GET) band into the Further Education and Training

(FET) band along a vocational pathway into world of work. This qualification replaces the

National Certificate: Pulp and Paper Manufacturing NQF Level 2 (ID 35941).

This qualification is the second in a learning pathway for people working in the pulp and

paper processing industries who need to progress beyond NQF Level 2 in Pulp and Paper

Operations. The qualification is aimed at the learner who wants to gain competence in the

skills needed for pulp and paper manufacturing operations in a pulp and paper mill.

Typical learners are operating personnel working in a chemical or a pulp and paper

processing plant. The pulp and paper industry is well established in South Africa and its

success is dependent upon the efficient production of products. Achievement of this

objective is largely dependent upon the competence, recognised by this qualification, of

the people who operate processing equipment. An adequate number of people with these

skills are needed to ensure that the pulp and paper production units in South Africa

operate productively.

This qualification will contribute to the full development of the learner within the pulp and

paper industry by providing recognition, further mobility and transportability within the field.

The skills, knowledge and understanding demonstrated within this qualification are

essential for social and economic transformation and contribute to the progression and

economic growth within the pulp and paper processing and maintenance fraternity.

2.1.2 The purpose of the qualificationThis qualification builds onto the largely theoretical foundation laid at the NQF Level 1,

GETC: Chemical Operations. This qualification is specifically aimed at introducing

learners to the full range of general pulp and paper principles (e.g. safety, quality,

operating instructions) while at the same time giving them limited operational exposure in

one or two smaller functional areas.



The qualification allows the learner a choice of elective specialisation areas associated

with the different operational areas of a pulp and paper production facility. This

qualification will equip the learner with the competencies needed to take responsibility in a

limited process area in the pulp and paper manufacturing industry. It also provides the

basis upon which further related learning and career development can take place.

Social development and economic transformation are enhanced through efficient

production and career development and personal job satisfaction of processing personnel

are facilitated through the learning process used to achieve the competencies specified.

Qualifying learners will:

have an understanding of the Pulp and Paper Industry

apply safety, health and environmental principles and procedures in the workplace

monitor and control basic pulp and paper process operations

maintain quality in a processing environment

2.1.3 Learning assumed to be in placeIt is assumed that learners are already competent in the GET Certificate: Chemical

Operations or equivalent and Communication, Mathematical Literacy, Natural Science and

Technology principles at NQF/ ABET Level 4.

2.1.4 Recognition of Prior LearningRecognition of prior learning must be carried out in accordance with the policy and rules

specified and used by the ETQA responsible for evaluation of people seeking RPL for a

part of the whole qualification.

2.1.5 Access to the qualificationAccess for learners with disabilities is dependent on the:

type and severity of the disability.

nature of the operational processes and requirements of the equipment

2.2 Assessment and Portfolio of EvidenceFor assessment to be meaningful, it should be fully integrated into teaching and

learning. It should guide decisions about the activities that will support and enhance



learning and it should never be an “add-on” to be used at the end of a learning

programme in the form of a once-off written examination.

2.2.1 Outcomes based assessmentOutcomes-based assessment is about:

judging what a learner knows and can do

being able to determine the relationship between the learner and the curriculum at

any time

monitoring learning in an ongoing manner to determine which learners are doing well

and where they should improve

observing, describing, collecting, recording, scoring and interpreting information

about what a learner knows and can do, or doesn’t know and can’t do

Assessment tasks must:

Use appropriate assessment methods (e.g. writing an essay is not a sensible task to

set for learners if you want to assess their ability to demonstrate a practical skill, like

inspecting a machine.) However, an essay would be appropriate if you wanted to

assess whether learners can describe the function of a specific piece of equipment in

the workplace.

Provide sufficient evidence to assess the learning outcome you want to assess. In

other words, the task should have the appropriate scope and breadth (e.g. if you want

to assess a learner’s knowledge of how to clean the workplace to the appropriate

standard before and after use, the task cannot just state: “Describe how you would

clean the workplace.”

Have a realistic time allocation – you can’t spend more time assessing learners than

on teaching and learning.

Challenge the learners – tasks that are too simple are a waste of everyone’s time.

Be aligned with the way in which you will record and report on the assessment – you

need to plan how you will record and report on an assessment task at the time of

preparing for the task.

2.2.2 The Portfolio of Evidence (PoE)The Portfolio of Evidence is one of the components of internal assessment which is made

up of the written, task-based, practical and on-site assessments that have been collected



throughout the learning process for each individual learner. This includes all the Learner

Workbook activities and exercises, as well as log sheets, reports, etc. collected during the

learning period.

For your convenience, a model PoE is shown below.

Figure 1: Example of a PoELearner evidence is of the utmost importance as this is what an external assessor and/ or

moderator will use to evaluate your assessment process.

2.2.3 Formative assessment (learner workbook)Formative assessment takes place throughout the learning process with the specific

purpose of giving feedback to the learner as well as the facilitator about whether the



learning outcomes are being achieved. It also serves to motivate and encourage the

learner and informs facilitators on their facilitation strategies and methods.

It can take on various approaches, strategies and techniques such as role-plays,

assignments, group work, etc. and is a more “open” approach where the learners can

develop their work with the facilitator instead of just handing in a completed product.

Even though marks have been awarded for some workbook exercises, the facilitator has

the choice of whether to award marks or not. The following is the typical assessment

rubric that has been provided for all the practical assessments.

Not yet competent Competent on formative assessmentNot yet competent Partially competent

Less than ½ of the tasks/ steps were done correctly. The learner must be re-trained (*RT) before he/ she is re-assessed (*RA).

At least ¾ of the tasks/ steps were done correctly. Learner can be re-assessed (*RA) only on those incorrectly done.

More than ¾ of the tasks/ steps were done correctly.

With reference to the criteria for competence, it must be emphasised that it is

unreasonable to expect the learner to achieve 100% during the formative assessments

(workbook exercises) as this is still part of the learning process and not the final

summative assessment. Also note that the purpose of the “Partially competent”

assessment judgement is developmental in nature and not an indication of competence.

During formative assessment learners may be declared competent when they are able to

do more than ¾ of the tasks/ steps correctly, although they should realise that they must

sharpen-up on the areas where they made mistakes before attempting the summative

assessment, as they need to do all tasks/ steps 100% correctly during the assessment to

be declared competent.

2.2.4 Summative assessment (assessment guide)Contrary to formative assessment, summative assessment focuses on the final summing-

up of educational work and often comes at the end of a unit, a module, a course or

qualification.

Three levels of competence are used to help you assess learners and place them at the

correct level of achievement.



CategoryNot yet

competent(max. ? marks)

Partially competent

(max. ? marks)Competent

(max. ? marks)

Knowledge The learner explained less than half of the requested information correctly.

Learner explained between ½ and ¾ of the requested information correctly.

The learner explained more than 80% of the requested information correctly.

Skills/ Attitudes (CCFO)

The learner demonstrated approximately half of the requested actions correctly.

Learner demonstrated more than ¾ of the requested actions correctly.

The learner demonstrated ALL of the requested actions correctly.

Summative assessment (assessment guide): The learner needs to obtain at least 80%

for knowledge assessments and 100% for practical assessments to be declared

competent during the summative assessment.

When assessing a learner, keep in mind that it is generally impossible to classify an

individual as competent or not yet competent with regards to a procedure on the basis of a

single performance trial. Often three or four performance trials will be needed.

2.3 Resources neededThe following teaching aids and learning resources should be made available where

possible:

2.3.1 Physical resourcesThe following teaching aids should be made available, if possible:

2.3.1.1 Classroom

Computer and data projector or latest technology to electronically project data for

learners.

Flash disk for facilitator to store information.

PowerPoint programme on computer to be used by facilitator to provide learners with

visual information on learning outcomes.

White board, black board and pull down screen.

Desks for learners big enough to work on.



2.3.1.2 On-site/ simulator mill

An on-site/ simulated environment, provided with the basic tools and workplace

equipment.

2.3.1.3 Technology & research centre

Availability of computers and printers for learners to complete assignments/ case

studies and do research.

Access to internet for learners.

Subject related manuals e.g. Workplace safety, Manufacturer’s manuals, etc.

Subject related DVD’s/ videos.

List of SMEs prepared to be involved in the learning process through presentations or

acting as guest speakers or providing the opportunity for learners to gain practical

experience.

Applicable legislation/ Acts for use by facilitators during lessons and learners for

research purposes.

Stockroom to store video/ DVD machines, televisions, etc.

Security for stockroom, media centre and class room.

2.3.2 Human resources Facilitator/ facilitator

Coach/ mentor

Assessors and/ or moderators

Subject matter experts (SMEs)

2.3.3 Other resources Manuals and other text books

Learner workbooks

Assessment guides

Facilitator guides

Lever arch file for each learner to serve as portfolio of evidence



2.4 Module information

2.4.1 An overview of the moduleLift and move loads using a forklift introduces learners to the fundamentals of operating a

forklift and equips them with the necessary confidence to perform, for example, tasks

related to lifting, securing, transferring and positioning of loads.

In the first Unit the operational requirements and the necessary steps that must be

followed in case of emergencies are discussed. You must also be able to identify the role

of the forklift operator in the production cycle and discuss the consequences to health,

safety and productivity if the specified requirements are not adhered to.

Further on we look at the precautions, inspections and safety requirements that must be

followed in order to prepare the forklift for lifting, securing, transferring and positioning of

loads. The importance of PPE and the reason for wearing these are also discussed.

The module is completed explaining the operational procedures followed to lift, secure

and transfer a load using a forklift. The physical working conditions are also discussed

and you are informed and motivated on the importance of being a good team member.

The consequences of not examining the working conditions, causing conflict in the

workplace and failure to submit daily reports are also discussed.

On completion of this module, the learner should have completed the following topics:

specified operational requirements

Preparation of the forklift

Operate the forklift

Post-operational activities

2.4.2 Theoretical and practical application of the module

The differentiation between the theoretical and practical application of this module is as

follows:

Theory: 60%

Practical: 40%

Definition of practical: The application of knowledge, skills, values and / or attitudes in a

work-related situation.



UNIT 3: LEARNER WORKBOOK

3.1 Learning methodologies employed in this module

This section describes the learning methodologies relevant to this module. The

descriptions refer to specific activities as described in the “Instructions” in the Manual.

These are general guidelines which you may adapt for your own purposes.

With each activity the icon will indicate the relevant learning methodology as described

below. Additional notes to the facilitator may be included where applicable.

Activity 1: Lecture

A lecture is an oral presentation in which you or a guest speaker present facts, opinions,

events, principles or explanations to a group of learners in a more formal setting such as a

classroom.

When conducting a lecture, it is important to keep your audience interested in what you

are teaching. This can be done by using various lecturing “tools” and methods such as:

Keeping eye contact with the learners.

Asking questions at strategic points or asking for comments or opinions about the

subject.

Playing devil's advocate or inviting learners to challenge your point of view.

Having learners solve a problem individually or letting them break into pairs or small

four-person groups to answer a question or discuss a topic.

Introducing visual aids such as slides, charts, graphs, videotapes and films, etc.

Activity 2: Groupwork/ discussion

For the purposes of this module we differentiate between the following types of

groupwork:

Whole group facilitated discussion



At the beginning of this module we include many group discussions to make the group

feel like a team, get to know one another, and of course for you as lecturer/facilitator to

start discerning the strengths and weaknesses of the learners.

During these sessions facilitate discussion as far as possible without taking any initiative

away from the learners. Make sure everyone gets the opportunity to participate.

Remember that every opinion that is expressed by the learner has to be considered and

discussed, e.g. during brainstorming. Try to keep the momentum going by being lively

and interesting.

Groupwork

The learners gather in groups of 4 to 6 and start discussing the topic. The

lecturer/facilitator moves between the groups and facilitates discussion where learners

seem to lose the point or get confused. The lecturer/facilitator should not put the learners

down though; help them to arrive at the correct answers themselves.

All learners should participate in the group discussion and the group should nominate one

person from each group to report back to the class.

After all the groups have reported on their discussions, list the main points that have

arisen on the board or flipchart. Refer them to the Manual and quickly discuss the main

points.

These summaries should be displayed on the wall (whiteboard or blackboard) for the duration of the session/course.

Pairs

The dynamic of pairs is different from that of either individuals or groups. The biggest

danger is that one of the pair does all the thinking and the work and the other one does

little or nothing. Constantly monitor pairs, and if necessary, switch learners around. It

may even be a good policy to rotate pairs throughout the year so that learners learn to

work in any possible combination. This will tend to even out the effect of more dominant

or advanced learners taking over the other partner in a pair.

Activity 3: Self-study / Individual activity

Individual activities really need to be individual, i.e. learners should figure out things

themselves and not simply copy from friends. This requires some organisation and

discipline on your side as well as constant vigilance. Help the individual learners where



necessary but do not become so tied up with one learner that you become unaware of

what the others are doing. If learners do not learn to work on their own, they will never be

self-sufficient.

Activity 4: Demonstration

A demonstration is a visual presentation showing how something must be done.

Remember the two key elements: it must be visual and it must work. So you often have

to prepare something visual before the time and try it out by yourself before showing it to

the class to make sure it works. It is also important to ensure that you have all the

equipment lined up before you start. You do not want to waste the learner’s time and lose

their attention by looking around for things or fumbling while doing the demonstration.

Also remember, it is not always possible to physically demonstrate how an action is done.

In this case, a simulation of the action can be used (see simulation).

Activity 5: Practical exercise/ assessment

The point about practical activities is that they really need to be practical, both in the

sense of not being theoretical, and in the sense of being doable in your environment. Do

not try to have the learners do practical work if the right equipment, material, etc. are not

available and in good order. Rather come back to it at another time when you do have all

your ducks in a row. And do not fob them off with telling about how it is done - they

actually have to do things, otherwise this course will be wasted on them. This

presupposes at least a well-equipped workplace/ simulator mill but just as important is a

facilitator or SME that really knows how to do things in practice. You do not want to

improvise in front of the learners; if you are not 100% sure how something is done, do it

repeatedly by yourself until you are comfortable that you will also be able to do it easily

with the class, or get a SME to do it.

Simulation: Sometimes it is not possible to physically do an action as it could either

endanger the learner and/ or mill. A simulation is an activity which captures the

characteristics of a real situation or task. The training environment is set up to allow the

learners to practise a task under very job-like conditions. It can be an equipment

simulation or a situational simulation and is used particularly when actual performance

and evaluation is costly, risky, or time-consuming.



It is however important to note that during a simulation, the actions need to be as close as

possible to the actual actions while explaining in simple terms how you go about doing it.

Activity 6: Site visit

A site visit is a carefully planned visit to the workplace in order to observe activities,

equipment or situations. Learners are usually taken to the environment where the task is

performed. The visit should be preceded by a statement of objectives and purpose and

followed by a debriefing. Learners may be given a set of questions for which answers

may be found during the visit.

It is important to ensure that all learners have completed the safety induction before taking

them on site.

Activity 7: Checklist

This activity is performed in small groups (or individually) after the learner(s) have gone on

a site visit or have observed a demonstration of an activity (during which they should have

made notes). The learners should obtain all relevant information on how to do the activity

by discussing each procedure with a SME, obtaining relevant SOPs, workplace rules and

procedures and observing how it is done on the mill.

The rationale behind this activity is that the learners should at this stage be familiar with

the theory behind the activity and should now be ready to learn how to apply it in a

practical on-site or simulated situation.

The checklists are not completed in the Workbook, but are written or typed neatly on a

separate sheet of paper which is included in the learner’s POE. The learners should not

be allowed to hand in checklists that they have obtained in the workplace, because that

defeats the purpose of this activity.

Activity 8: Written exercise

Written exercises are completed individually by each learner, unless it is specified as a

group activity. Written exercises are usually done at the end of the session.



3.2 Activities and exercises

3.2.1 Unit 1: Specified operational requirements

Activity 1: Self study

Learners read through Unit 1 of the learning materials and make notes of the things they

do not understand and/ or need more information on.

Activity 2: Site visit/ facilitated group discussion

On-site, discuss and identify the various parts of a forklift. Discuss:

The importance of operating a forklift for lifting, securing, transferring and positioning

of loads.

The role in the production cycle.

The consequences to occupational health, safety and production if these

requirements are not adhered to.

Exercise 1: Knowledge of forklifts & their components

SO1 AC1CCFO 6

In this exercise the learner will be asked questions to test his/ her knowledge of the forklift

and forklift components.

The following resources are needed:

Learning materials

Workplace and other relevant procedures

No Memorandum Marks

1 Can anyone who has a valid driver's license can operate a forklift 1



No Memorandum Marks

No

2 Name the four different types of powered forklifts found in the industry. 4

Diesel powered

Electric powered

Gasoline powered

LP-Gas powered

3 Name the three major parts of a lift truck. 3

Body, overhead guard, hydraulic lift.

4 Complete the following drawing of a forklift by inserting the missing captions

5

1 Drive axel and wheels

2 Vehicle serial number and load rating

3 Steer axel and wheels

4 Counter weight

5 Seat and safety belt

5 List the three steps to be taken at an intersection. 3



No Memorandum Marks

Slow down

Look for traffic

Sound your horn frequently

Total 16

Activity 3: Lecture

Present a lecture and discuss the operational requirements of a forklift where you will

learn more on:

Towing and speed limits.

The traffic control systems.

The environmental conditions i.e. heat, gases, dust, excessive water, and visibility

and ventilation flow.

Sling types and colour coding.

Load mass limitations.

Present a lecture and discuss the steps to be followed in the event of emergencies, i.e.

brake failure

fire to equipment/machinery

fall of ground

collisions

power failures

restricted areas

chemicals

Exercise 2: Requirements of a forkliftSO1 AC1 CCFO2, 4-7



In this exercise the learners will be asked to answer questions on load mass limitations

and different sling types used in the workplace.


Classroom.

Facilitator/ SME.

Multimedia.

SOPs and other relevant workplace instructions.

No Memorandum Marks

1 List the load limit, load centre and the fork height on the data plate below.

3

Load limit 1800 kg

Load centre 60cm

Fork height 365cm

2 Tick off the correct answer from the options below: 1

The front wheels of a forklift serve as the ______________________ between the weight of the truck and the weight of the load being carried.

a Balance Point

b Fulcrum Point



No Memorandum Marks

c Seesaw Centre

d Centre of Gravity

3 Complete the following table listing six different sling types that can be used in the workplace and the purpose for which each sling is used.

12

Sling type Purpose/ application

Possible answers Accept any workplace related answer

Chain

Wire rope

Metal mesh

Natural fibre rope

Synthetic fibre rope

Synthetic web

Total 16

Exercise 3: EmergenciesSO1 AC2CCFO2, 4-7


Classroom.

Facilitator/ SME.

Multimedia.

SOPs and other relevant workplace instructions.

For the purpose of this exercise the learners must be divided into small groups. Two

forklift tip-over incidents are given which must be discussed in the smaller groups. The

learners must read the two incidents and discuss what could have been done to prevent

incidents such as these to occur. As this is a group work activity the learners must use

the rubric below to assess one another. At the end of the exercise the learners must

rotate their workbooks among the group members, e.g. each learner pass their workbook

to the person on their left. The learner on his/her left must then complete the rubric below



by making a cross in the appropriate block as illustrated below and sign the completed

rubric.

Instructions

The following two real life situations state the importance of staying in your forklift during a tip-over and following the prescribed safety precautions. Read through the paragraphs and discuss in your group what could have been done in order to prevent the accidents.

No Memorandum Marks

1 Forklift tip-over incident one: An employee was driving an unloaded forklift down a ramp with a 13% slope when the forklift started to tip over. The operator attempted to jump clear and the forklift landed on him and killed him. The employee was not wearing the supplied seatbelt.

3

Accept answers relating to:

Correct direction down an incline

Never jump from forklift

Did not wear seatbelt

Reduce speed down an incline

2 Forklift tip-over incident two: The operator drove a forklift down a ramp rapidly and appeared to be attempting to make a sharp left turn. The forklift overturned. Apparently, the employee was unaccustomed to the quickness and sharp turning radius of the new forklift. The victim was not wearing the provided seatbelt. The driver/victim was dislodged from the seat and his head was caught under the overhead protective cage.

3

Accept answers relating to:

Correct direction down an incline

Never turn on incline

Did not wear seatbelt

Reduce speed down an incline

Inadequate training

3 List the three very important steps that should be taken when falling to ground in a forklift.

3



No Memorandum Marks

Stay in your seat, and go with the truck.

Grip the wheel securely.

Brace yourself with your feet.

Total 9

Follow the facilitator’s instruction to complete the peer assessment checklist below.

Critical outcomes

Not yet Competent

Partially competent Competent

Work effectively with others

Learner doesn’t participate in group work.

Good. Learner works well with others

Enthusiastic participation in group work. Learner often leads discussions or gives ideas

Communicate effectively

Learner cannot communicate effectively and lacks basic vocabulary or confidence.

Learner communicates well, good command of language, confident.

Learner communicates clearly and effectively by using sophisticated vocabulary. Very confident.

Name Signature DateName of

learner that was assessed

Activity 4: Groupwork/ discussion

In groups, learners discuss the consequences to occupational health and safety if

specified requirements are not adhered to, and give feedback to the rest of the class.

This includes discussing:

Brake failure.

Fire to equipment/machinery.



Fall to ground.

Collisions.

Power failures.

Restricted areas.

Chemicals.

Notes

Learners must take notes during their discussion on the consequences to occupational

health and safety if specified requirements are not adhered.


Classroom.

Facilitator.

Activity 5: Revision

Learners revise the work that they have done up to this point and make sure that they

have completed the CCFO checklist and obtained the required evidence for their PoE. If

there is anything that they do not understand, they should ask your facilitator.



3.2.2 Unit 2: Preparation of the forklift




Activity 7: Lecture/ Demonstration

Present a lecture/ demonstration on the type of PPE to be worn when operating a forklift.

Also discuss all the safety hints that need to be taken into account.

Exercise 1: SafetySO2 AC1CCFO2-7


Classroom/ On-site.

Facilitator.

PPE/ PPC.

SOP’s/ safety procedures.

Forklifts safety videos if available.

No Memorandum Marks

1 What does PPE stand for and what does it mean? 4

Personal Protective Equipment (PPE) is specialised clothing or equipment worn by employees for protection against health and safety hazards. The equipment is designed to protect parts of the body, i.e., eyes, head, face, hands, feet, and ears.

2 List the 6 main PPE equipment used and explain why it must be worn: 12

Hard hat Although all forklifts should be equipped with an overhead guard, a hard hat must be worn. If there is any danger of



No Memorandum Marks

falling objects, a hard hat should always be worn. Remember, you are not always inside your forklift and protected by the overhead guard. Walking around a forklift with an elevated lift is a common cause of head injuries which can be prevented if hard hats are worn.

Gloves When working with moving wooden pallets, metal profiles with sharp edges or any type of material which can cause injury to your hands, protective gloves must be worn. There are many different types of gloves, but you will be provided with those appropriate to your workplace. A special kind of resistant glove is also necessary when working with dangerous chemicals.

Hearing protection Noise is a common problem in many workplaces. High levels of noise can gradually damage your hearing and this is unfortunately a permanent handicap. The following types of hearing protection equipment are available:

Safety shoes If you operate a forklift in and around a fabrication workshop there is always a possibility of heavy objects falling on your feet or sharp objects puncturing your foot. Liquids such as acids, caustics, and molten metals can spill into your shoes and boots. These hazardous materials can cause chemical and heat burns. Heavy machinery, equipment, and other objects can roll over your feet often resulting in broken or crushed bones. Safety shoes are thus compulsory equipment for all forklift operators.

Safety glasses Safety glasses are usually made from shatter-resistant plastic lenses to protect the eyes from flying materials. Although safety lenses may be constructed from a variety of materials that vary in impact resistance, certain standards suggest that they maintain a minimum 1mm thickness at the thinnest point, regardless of material. If chemicals splash in your face or eyes, flush skin and eyes with water for at least 15 minutes and then get medical attention.

Respirators / Dust masks

A dust mask should always be worn when working with harmful gases and in areas with a lot of dust. Special masks protecting the respiratory (breathing) canal must be worn when working with extremely dangerous gases or in areas with a high carbon monoxide concentration.

3 State whether the following statements are true or false.

a You can place your hands and feet outside of the operator's compartment, as long as your head and body are protected

1



No Memorandum Marks

False

b You can stand under the forks, if the engine of the forklift is turned off 1

False

c It is safe to give someone a ride on your forklift 1

False

4 The most important safety device on your forklift is: (Circle correct answer) 1

Horn

Seat Belt

Warning Light

Backup Alarm

You

Total 20


Take learners on a site visit to the designated forklift parking areas and present a lecture/

demonstration on how to examine the designated parking area of the forklift. Learners

must observe how an SME performs this task.

Exercise 2: ParkingSO2 AC2CCFO1-7


On-site forklift training area.

Facilitator/ SME.

SOP’s and other relevant workplace procedures and instructions.

Forklift.



PPE/ PPC.

Pen and paper.

No Memorandum Marks

1 When parking or leaving your truck, you should: 5

Park or leave your truck in a safe area away from traffic

Lower the forks until they are flat on the floor

Turn off the engine

Set the parking brake

Set the directional control to neutral

2 Upon a visit to a workplace, draw a simplified map to indicate the parking area for the forklifts and all the restricted areas in the workplace. Also indicate on the map the reasons why these areas are restricted.

4

Learner’s own map.

CategoryNot yet

Competent0 Mark

Partially Competent

1 Marks

Competent2 Marks

Draw a simplified map of your workplace [2]

The learner could not indicate the parking area for the forklifts and all the restricted areas on the map.

The learner drew a basic map of his / her working area and indicated some of the parking and restricted areas for the forklifts

The learner drew a simplified map of his / her workplace, indicating all relevant forklift parking and restricted areas

Give reasons why the areas are restricted [2]

No reasons were given.

Some of the reasons were given.

All relevant reasons were given

Total 9



Exercise 3: Procedures ChecklistSO2 AC2CCFO1-7

Take notes of the procedures on how to examine the designated parking area of the

forklift and develop your own checklist. Discuss and verify the checklist before submitting

it for your PoE (summative assessment).

Checklist instructions

In small groups, obtain all relevant information and draw up checklist(s) with regards to all the Procedures to examine the designated parking area of the forklift. You can discuss this with a SME, obtain relevant SOPs, workplace safety rules and procedures and observe how it is done on the plant.

Each checklist will be marked according to the given rubric.

Your checklist(s) must include procedures to do the following:

Examine the designated parking area of the forklift.

Here is what you must do: Draw-up draft checklist(s). During the demonstration and after your discussions with SMEs, add checks not included and delete irrelevant/ incorrect checks.

When you are sure that each checklist is complete and correct, re-write it in a neat and workable format.

Draw-up your own checklist(s) according to the given or plant specific format. Submit a copy of each final checklist(s).

The checklist must be added to your POE for final assessment.

Forklift parking area inspection

No Step-by-step procedure Reason for step Safety

Not yet competent Partially competent Competent

Learner completed less than half of the checklist correctly.

Learner completed between ½ and ¾ of the checklist correctly.

The learner completed more than ¾ of the checklist correctly.




Learners read through Unit 2.3 of the learning materials. They can either work individually

or in pairs and make notes of things they do not understand and/ or need more

information on.


Take learners on a site visit so they can observe how tools and equipment are used and

in pairs, make a checklist of all the appropriate tools and equipment needed. They must

also write down any specific rules or safety precautions you have to follow when using

these tools/ equipment. Furthermore, they must make sure that the required tools/

equipment are in functioning order. Learners must consult an SME about the topic and

see if their checklists need to be improved.

Exercise 4: Tools and equipment checklist

SO2 AC3SO3 AC2CCFO1-7

Observe how tools and equipment are used and in pairs, make a checklist of all the

appropriate tools and equipment needed. Also write down any specific rules or safety

precautions you have to follow when using these tools/ equipment.

Make sure that the required tools/ equipment are in functioning order. Consult an SME

about the topic and see if your checklist needs to be improved.


Observe how tools and equipment are used and in pairs, make a checklist of all the appropriate tools and equipment needed. Also write down any specific rules or safety precautions you have to follow when using these tools/ equipment.

Make sure that the required tools/ equipment are in functioning order. Consult an SME about the topic and see if your checklist needs to be improved.


Here is what you must do: Draw-up draft checklist(s). During the demonstration and after your discussions with SMEs, add checks not included and delete irrelevant/



incorrect checks.




Tools and equipment needed

No Tool/Equipment Used for: safety precautions:





Exercise 5: Tools and equipmentSO2 AC2CCFO1-7

Learners must list the purpose or uses of different tools listed



Facilitator/ SME.

Tools and equipment.

SOPs and other relevant workplace procedures.

Pen and paper.

No Memorandum Marks

1 Is a brake pedal that sinks to the floor under continued pressure in good operating condition?

1



No

2 For all the tools listed below, write down the specific job or purpose that each tool is used for.

6

Tools Purpose of tool

Wheel spanners Fasten wheel nuts

Various spanner sizes

General maintenance e.g. set fan belt, check chain slack,

Screwdrivers General maintenance e. g. lights

Total 7

Activity 11: Lecture/ Demonstration

Present a lecture and give a demonstration on how to conduct a pre-use and after-start

inspection following the procedures as listed in the SOP’s. This task should be discussed

together with the safety aspects.

This must include:

Personal protective equipment.




Exercise 6: Pre-use and after-start inspection

SO2 AC4, 5CCFO2, 4-7

Learners must take notes of the step-by-step procedures and draw up their own checklist.

They must discuss this with a co-learner as well as a SME before submitting it for their

PoE (summative assessment).


In small groups, obtain all relevant information and draw up checklist(s) with regards to all the Pre-use and after-start inspection you have to follow on the plant. You can



discuss this with a SME, obtain relevant SOPs, workplace safety rules and procedures and observe how it is done on the plant.


Your checklist(s) must include procedures to inspecting the following:

Personal protective equipment.








Insert name of procedure e.g. Identify and report deviations






Exercise 7: Pre-use and after-start inspection




Facilitator/ SME.




Forklift.

PPE/ PPC.

Pen and paper.

In this exercise learners are assessed on their knowledge and understanding of the

checks conducted during on the forklift.

No Memorandum Marks

1 Is it part of your job to complete a Daily Operator's Report after you have thoroughly inspected your forklift?

1

Yes

2 Listed below are some of the checks that must be conducted when inspecting the forklift. For each of the checks give a short description what to look for when doing the inspection.

9

Checks What do I look for when conducting the check

Fan Belt Not too much freeplay, no cracks on belt.

Hydraulic hoses No leaks: properly connected.

Water pump No leaks

Brake fluid Check level

Fan blades Not broken

Tyres Visually inspect the tires. Look for damage, wear, missing bolts, or other signs that a tire is not in good condition.

Wheel nuts All fitted and tight.

ForksLook for any broken, chipped, misaligned, warped or worn parts in the chains, hydraulic cylinder, mast/upright or forks.

Overhead guard Intact

3 List the equipment on the forklift that has to undergo an inspection as well as how the inspection is done, before using the forklift. 24

Equipment Inspection

Steering Feel the steering action for a minimum of free play. The free play in steering should not be more than a few centimetres in either direction that you turn the wheel.

Brakes Test your brakes. They should depress smoothly and should not



No Memorandum Marks

require excessive force to operate. When pressing the brakes, the pedal should not continue sinking under continued pressure. When you drive your forklift, the brakes should not grab or cause the truck to swerve. Brakes that make a grinding or screeching noise need immediate attention. Also, don't forget to check the parking brake.

Lift mechanism Look for any broken, chipped, misaligned, bent or worn parts in the chains, hydraulic cylinder, mast/upright or forks. Remember; do not put your hands in the lift mechanism. If the chain is slack (loose) it means there is a problem in the lift mechanism. You should always stay alert to any problems with the lift mechanism of your forklift. When problems do occur, do not attempt to repair the chains or hydraulic system. Call maintenance at once.

Hydraulic Hoses Visually examine the hydraulic hoses and connections. Look to make sure the hoses are in good condition. Check for leaks around fittings and connecting points.

Hydraulic Controls

The control levers should move smoothly and return to neutral when released. Feel for roughness in the action when the forks are raised or tilted. No slipping or moving of the forks or mast should occur when they are moved to a new position.

Tyres & Wheels Visually inspect the tyres. Look for damage, wear, missing bolts, or other signs that a tyre is not in good condition. From time to time, check the air pressure in pneumatic tyres. Always use a long tyre gauge and face the tread, not the side of the tyre, when checking tyre pressure.

Hour Meter During your inspection, note the engine hour meter. It is important for scheduling maintenance to keep your truck in good working order.

Leaks Look for leaks. Brake fluid, transmission oil, radiator coolant, battery acid (electrolyte), or fuel can leak from your forklift. Do not drive a forklift that has a leak. Call maintenance immediately.

4 List the procedures the has to be taken before leaving your forklift: 6

Park brake on.

Gear lever in neutral.

Lower forks and toe down / tilt forks.

Tilt to parking condition.

If gas operated, close cylinder valve and allow engine to run until it cuts off..

Switch engine off.

Loosen safety belt.

Remove key and follow SOP at workplace for key.



No Memorandum Marks

If fitted with cut out switch, press button or pull lever to cut off.

Walk around the forklift and checks for any leaks.

Report any defects on your checklist.

Tick of any defects on your checklist.

(ANY 6)

Total 40

Activity 12: Discussion

In groups, learners must discuss the consequences to safety, occupational health and

production, if specified requirements are not adhered to whilst preparing for lifting,

securing, transferring and positioning of loads. They must give feedback to the rest of the

class.

Notes

Learners must take notes during the discussion on the consequences to safety,

occupational health and pro production, if specified requirements are not adhered to whilst

preparing for lifting, securing, transferring and positioning of loads.







3.2.3 Unit 3: Operate the forklift





Present a lecture and/ or facilitated discussion on-site on how to assess the physical

conditions in the work area, keeping in mind the operational requirements of a forklift. The

physical conditions are:

Environmental conditions.

Ground conditions.

Roadway conditions.

Restricted areas.

Loading area conditions.

Traffic flow.

Take step-by-step notes of the procedures.

Exercise 1: Physical conditions in the work area




Facilitator/ SME.


Forklift.

PPE/ PPC.



Pen and paper.

No Memorandum Marks

1 Why is it so important that the operator of a forklift should be careful on inclined areas (slopes) and poor surface conditions?

2

Because Forklifts have no suspension.

2 Explain how a forklift should travel: 4

Empty truck Loaded truck

Up an incline

reverse up an incline forward up an incline

Down an incline

forward down an incline backwards down an incline

3 Why should you never turn while driving up or down a ramp or incline or drive across a ramp or incline?

2

Because forklifts are built "narrow," the centre of gravity can quickly shift outside the stability triangle, causing the truck to tip over

4 Explain how a forklift should cross a railroad and why. 2

The best way to cross a railroad is in a diagonal manner. This will ensure that the forklift will not tip over due to a heavy or unbalanced load.

5 Which surfaces should a forklift operator avoid to prevent an accident?

What should the operator do when he can’t avoid those factors?

6

Ice, mud, gravel, sand, and soft dirt are all potential problems; Try to avoid rough spots and pot holes. If you cannot avoid a rough spot, slow down and cross it carefully, at an angle, one wheel at a time. However, always avoid wet spots and never drive over them as this can damage the tyres (corrosive chemicals) or cause the forklift to skid.

6 List the procedures that has to be done before loading loads with a forklift: 5

Check overhead clearance.

Ensure that the forklift is a safe distance from any live power lines.

Ensure that no loose articles are lying on top of the load or on the roadway.

Observe the limits for free-standing stack height.

Inspect floors for stability and integrity.

Ensure adequate lighting.

Observe workplace precautions regarding fires.



No Memorandum Marks

Check for any possible hazardous chemicals in the loading area.

(ANY 5)

7 What should the forklift operator do before entering an elevator? 3

Ensure that the elevator is capable of supporting the loaded forklift.

The elevator floor is level with the building floor.

If applicable, wait for the signal from the elevator operator before entering.

8 List 5 rules an operator must adhere to before lifting loads with a forklift 5

The weight distribution of the load must be assessed.

Always check that the load is within the rated capacity for the job to be done.

Examine the lift mechanism and any other attachments to ensure that they are safe to use.

If possible try to ensure that at least two thirds or 75% of the load fits on the lift mechanism.

Spread forks to match the base of the load, never attempt to lift any load with only one fork.

Check that the load is evenly centred on the forks.

Adjusts the tilting angle of the mast to stabilise the load according to specifications.

Do not drag the forks when inserting them under the load.

Ensure that the load is secure and balanced before lifting.

Check for sufficient tension in chains or straps to prevent top-heavy enclosure from tipping.

(ANY 5)

9 List the rules for driving with a forklift, this includes: directions, Intersections and speed limits.

6

Never exceed the prescribed speed limits when operating the forklift. Always start and stop smoothly, and keep your speed down! Forklifts must be operated at a safe speed with due regard for traffic and operating conditions. Maximum speed limits: inside buildings is 8km/h, outside buildings in work areas, 12 km/h; and on roads, 16km/h.

Always look out for others before moving your forklift.

When driving you must always watch out for people walking, and at intersections, slow down, look for traffic, and sound your horn (also called the hooter) frequently. Remember; always come to a complete stop before changing direction.

10 Before operating a forklift, there are a few environmental checks that must 6



No Memorandum Marks

be assessed, list it.

Employees working alongside forklifts.

Slippery floor surfaces in production areas.

Narrow lanes with blind corners cutting across pedestrian access paths.

The speed of forklifts.

Hilly terrain impacting direction of travel and driver vision.

Seasonal workers on site during peak periods when forklift traffic movement is highest.

Total 41


Present a lecture/ discussion and observation on how to:

Secure a load.

Verify the inclination to be crossed.

Transfer and position load.

This discussion should include the allowed loads and securing mechanisms.

The limitations are:

Capacity load.

Permissible items.


Take step-by-step notes of the procedures. Make sure that you observe the interpersonal

interaction. This should be positive, consistent with specified requirements and promoting

effective teamwork.

Notes

Learners must take step-by-step notes of the procedures during the site visit.



Activity 17: Groupwork

In groups, learners must discuss how a checklist should be devised for making sure that

the procedures for securing a load, verifying the inclination to be crossed and transferring

and positioning a load. This must include the allowed loads, securing mechanisms,

capacity load, permissible items and securing methods.

Exercise 2: Procedures ChecklistSO3 AC1-5CCFO2-5


On-site/ Classroom.

Notes.

Facilitator/ SME.


Learners must work in pairs to draw up a checklist of all the procedures they have to

follow as has been discussed in the activity. They must discuss it with a SME to ensure

that their checklist(s) are correct.


Working in pairs, draw up a checklist of all the physical conditions in the work area. Discuss it with a SME to ensure that your checklist(s) are correct.

Observation on how to:

Secure a load.

Verify the inclination to be crossed.

Transfer and position load.

This discussion should include the allowed loads and securing mechanisms.

The limitations are:

Capacity load.

Permissible items.



Here is what you must do: Draw-up draft checklist(s). During the demonstration



and after your discussions with SMEs, add checks not included and delete irrelevant/ incorrect checks.










Activity 18: Discussion


production, if specified requirements are not adhered to whilst lifting, securing, transferring

and positioning of loads. This discussion must include consequences of non-adherence

to specified requirements in terms of:

Continuous area examination.

Use of tools and equipment.

Securing the load and verifying the inclination to be traversed.

Transferring and positioning the load.

Interpersonal interaction.

Learners must take notes and give feedback to the rest of the class.









3.2.4 Unit 4: Post-operational activities




Activity 21: Post-operational activities

In a facilitated group, discuss how to:

Park, secure and lock-out the forklift according to specific requirements.

Prepare and store tools and equipment for subsequent use.

Deal with defective tools and equipment.

Complete and submit reports.

Exercise 1: Post-operational activitiesSO4 AC1-3CCFO2, 4-


Classroom.

Facilitator/ SME.

Multimedia.


No Memorandum Marks

1 State whether the following is true or false: T/ F 4

a It’s okay if a forklift operator leaves the forklift unattended for just a second to go to the bathroom.

F

b After using tools and equipment, it should be stored in the right F



No Memorandum Marks

place right away for the next day’s usage.

c It’s important to maintenance on all of the tools and equipment after using it for the day.

T

d It’s the safety manager’s responsibility to do pre- and post-operational inspections every day.

F

2 List how to park and secure a forklift. 10

Park in an approved location.

Set the brakes.

Use blocks when the potential for roll-away exists.

Lower the forks to the floor.

Neutralise the controls.

Turn off the motor switch.

Disconnect the battery or go through the propane shut down procedure.

Always park on a level surface.

Don’t block emergency exits or equipment.

Park away from other hazards.

3 Explain what you should do when you have to lock-out a forklift. 4

Make sure that the energy devices are disconnected or isolated from the equipment.

Stored energy, such as that in capacitors, springs, elevated machine parts, rotating flywheels, hydraulic systems, and air, gas, steam, and/ or water pressure must also be released, disconnected, or restrained by methods such as grounding, repositioning, blocking or bleeding-down.

Pulling a fuse does not guarantee that the circuit is dead and even if a circuit is dead, another person could accidentally replace the fuse.

Disengage the power (unplug) and stop the machine before servicing.

Do not clean, unplug, lubricate, adjust or repair any machine while it is running, unless it is specifically recommended in the service or owner's manual.

Lock-out the ignition and put a warning sign over the ignition that tells everyone that you are working on the machine.

Engage safety locks if the hydraulic cylinders are so equipped.

4 Why should you do maintenance inspections on the tools and equipment? 2

Maintenance of your forklift and tools will help you reduce the frequency and severity of repair issues, getting your operations back in action sooner



No Memorandum Marks

and preventing unnecessary injuries.

And it can prevent accidents.

5 Why is it so important to submit reports? 4

It informs the people that need to know about what’s going on.

It monitors the repairs and maintenance being made on the equipment.

It monitors productivity and loss of it.

It prevents possible accidents.

Total 24

Activity 22: Site visit

On-site, learners must observe a demonstration on how to:





Notes

Learners must take step-by-step notes of the procedures during the site visit.

Activity 23: Groupwork

Working in pairs, learners must draw up a checklist of all the procedures they have to

follow. They must also discuss it with a SME to ensure that their checklist(s) are correct.



Exercise 2: Procedures ChecklistSO3 AC1-5CCFO2-5


On-site/ Classroom.

Notes.

Facilitator/ SME.


Learners must work in pairs to draw up a checklist of all the procedures they have to

follow as has been discussed in the activity. They must discuss it with a SME to ensure

that their checklist(s) are correct.


In small groups, obtain all relevant information and draw up checklist(s) with regards to all the Post-operational activities you have to follow on the plant. You can discuss this with a SME, obtain relevant SOPs, workplace safety rules and procedures and observe how it is done on the plant.


Your checklist(s) must include procedures to do the following:

















Activity 24: Consequences to safety, occupational health and production


production, if specified requirements are not adhered to whilst performing post-operational

activities such as:

Parking, securing and locking-out the forklift according to specific requirements.

Preparing and storing tools and equipment for subsequent use and dealing with

defective tools and equipment.

Completing and submitting reports.

Learners must take notes and give feedback to the rest of the class.





3.2.5 Practical

Activity 26: Practice

Learners must work under an experienced worker (SME) and practise all the procedures

they have learned, i.e:

prepare for lifting, securing, transferring and positioning of loads



operate the forklift

perform post-lifting, securing, transferring and positioning activities

NOTE: Throughout the above procedures they should comply with relevant health, safety

and environmental standards

When they feel competent that they have acquired the expected knowledge and skills,

they may apply for the summative assessment.



UNIT 4: THE ASSESSMENT PROCESS

4.1 Assessment principlesSAQA defines various key principles of good assessment that underline the objectives of the NQF. These are listed below:

Principle Explanation

Valid The assessment measures what it is intended to measure.

Authentic The evidence is the real work of the learner.

Current The evidence is proof that the learner meets the assessment criteria at the time of being declared competent.

Sufficient Enough proof of competence that the learner has met all the assessment criteria.

Fairness The extent to which the assessment task remains free of bias or any other factor that is irrelevant to the outcome being measured.

Transparency Biased assessment regarding age, gender, disability, social class, language was in line with open and transparent opportunities

Openness The Candidate must know exactly what to expect during the assessment process

Portability To enable learners to transfer credits of qualifications from one learning institution and /or employer to another

Recognition of prior learning

To give credit, through assessment of learning already acquired in different ways

Consistency The judgements that are made in the similar context each time a particular assessment is conducted will


Sparrow Consulting © November 2008 Rev .1 – Nov 08

Principle Explanation

have the same outcome

Reliability The extent to which an assessment task will elicit consistent responses from learners and not be influenced by extraneous factors such as misinterpretation or guessing

Appropriateness The methods of assessment that has been used and the evidence collected is appropriate to the purpose of assessment as well as the special- and particular needs of the Candidate. All the criteria have been assessed.

Manageability The assessment process has been conducted in a cost-effective way

Practicality The assessment relates to the Unit standard / qualification.

4.2 FeedbackAssessment provides feedback to the learners about their learning. However, feedback only improves learning under certain conditions.

Simply assessing learners and reporting their results to them is not likely to affect their performance. Learners must review both correct and

incorrect performance and in addition be able to correct their incorrect performance. Therefore, facilitators/ assessors who only tell learners

that they are competent or not yet competent are not providing enough feedback to help learners improve.

Feedback thus focuses on the quality and sufficiency of the learner’s performance in relation to the agreed outcomes and criteria.

Reasons for giving feedback to the learner

Establish openness to the fact that assessment is about learning and development.

Opportunity for personal development.

Learner learns from own mistakes and shortcomings.



Opportunity to ensure that the learner does not repeat own gaps in skills during the ongoing assessment process.

Specific feedback on outcomes to be performed will create opportunities for learning and development towards a specific standard.

Develops teamwork in the company by involving relevant parties.

Candidates can contribute to their own development in the organisation.

Feedback should always have a positive note: Instead of saying: “You did a poor job”, rather say: “You can do better”.

Feedback consists of three steps:

Step one is a positive remark such as: “Neat work” or “Thank you for a job well done”, etc. It doesn’t address anything very specific, but just

makes a general positive comment.

Step two is where you address specific problems you had with the learner’s work, such as “However (don’t use ‘but’), you could have used

more sources” or “Your assignment is too short”, etc.

Step three is your recommendation as to how the learner can rectify the situation, e.g. “Start earlier next time and you will be able to finish in

time”.



These three steps are called the Feedback Sandwich as illustrated in the next figure1.

The Final Assessor Report (at the back of this guide) should be completed for each learner after he/ she has completed the qualification. It

should be used to indicate whether the learner is competent or not yet competent as well as what is supposed to happen to the learner next

(re-direct training), - should he go on with the next level of training, should he spend some time in the work situation, etc.

1 The Link Assessment and Moderation Skills Centre



4.3 Assessment processFollowing is a basic diagram of the assessment process that can be used to conduct an assessment.



UNIT 5: THE ASSESSMENT GUIDE

5.1 Assessment 1: QuestionsLearners must answer the following questions based on the theoretical knowledge that they gained during this moduele.

Reference Instructions

All SOs and ACsAll CCFOs

Answer the following questions.

No Memorandum Marks

1 List the speed that the forklift operator can drive in the following areas 3

Inside buildings 8 km/h Outside buildings 12 km/h On roads 16 km/h

2 Name three steps that should be followed when you approach an intersection 3

Slow down.

Look for traffic.

Sound your horn.

3 When should you sound the horn of the forklift? 3

Before backing up at intersections

When travelling through doors



No Memorandum Marks

Anywhere your vision is limited or blocked

4 Why should you be constantly aware of the carbon monoxide levels in the working surroundings? 1

Carbon monoxide is a dangerous gas which can cause suffocation

5 Name the six different sling types that are commonly used in the industry 6

Chain.

Wire rope.

Metal mesh.

Natural fibre rope.

Synthetic fibre rope.

Synthetic web.

6 Give a definition for the term ‘Fulcrum Point’. 2

The front wheels of a forklift serve as a Fulcrum point between the weight of the truck and the weight of the load being carried.

7 Where should you look to find information about the load mass limitations and the centre of gravity of a forklift? 1

On the Data plate found on the forklift.

8 Name two possible actions that can be taken is case of brake failure on a forklift. 2

Lower the fork to the ground.

Switch of the engine and leave the forklift in gear.



No Memorandum Marks

9 Name the two steps that must be taken before attempting to put out a fire. 2

Assist any person in immediate danger to safety, if it can be accomplished without risk to you.

Activate the building fire alarm system or notify the fire department.

10 What should be done when you realise that your forklift is falling to ground. 3

Stay in your seat, and go with the truck.

Grip the wheel securely.

. Brace yourself with your feet.

11 What does the abbreviation MSDS stands for? 1

Material Safety Data Sheet.

12 Write a small paragraph (± four lines) to explain the role of the forklift operator in the production cycle of a company. 4

In a production cycle the purpose of the forklift operator is to, secure, transfer and position material and loads. In other words, forklifts is either used to unload raw materials and take such materials to the first production station, to take the finished products away from the last production station, or to take materials between production stations.

13 What does the abbreviation PPE stands for? 1

Personal Protective Equipment

14 List the appropriate PPE that you will wear in each of the following situations. Choose only from the list provided below. 4

Ear plugs, Gloves, Safety shoes, Hardhat, Overall, Face mask

a Possible danger of falling objects. Safety shoes, Hardhat



No Memorandum Marks

b Moving light chemical containers Gloves

c Unloading in an area with a high noise level. Ear plugs

d Working in an area with a lot of fine dust. Face mask

15 Describe the best possible parking area for a forklift to park. 3

safe area that is away from traffic

flat area, no incline

Any 3 correct answers.

16 What should you do if it happens that you have to park on an incline? 1

If you must park on uneven ground, be sure to block the wheels to prevent the forklift from moving.

17 Give the definition of the word “Ergonomics” 2

Ergonomics is the relationship between a person and his/her working environment.

18 Choose words from the list below to complete the following sentences on ergonomics in the workplace. 5

sharp knees bottom heaviest secured

a If heavy materials must be manually lifted it must be stored in such a way that lifting takes place between the knees and the chest.

b All sharp edges on containers or any other load must be secured to prevent injury or damage.

c Always store the heaviest load at the bottom of the stack



No Memorandum Marks

19 When a load has to be lifted manually certain steps must be followed in order to prevent injury to oneself. These steps are listed below. Rearrange them in the correct order by filling in the correct sequence in the space provided.

9

a Ensure a good grip on the load. f

b Lift the load close to the body. g

c Keep arms straight e

d Tuck chin into the chest. a

e Use a wide stance to gain balance. c

f Prepare to lift by warming up the muscles. i

g Stand close to the load, facing the way you intend to move. d

h Initiate the lift with body weight. h

i Tighten abdominal muscles. b

20 Listed below are different components found on the forklift. Each of these listed components must be inspected daily. For every component give a short description of the check that is done on the component

12

Steering The freeplay on the steering mechanism should not be more than a few centimetres in either direction.

Brakes Brakes should depress smoothly and should not require excessive force to operate. Pedal should not sink under continued pressure.

Chain Enough tension on chains. No chain slack.

Hydraulic Hoses Visually examine the hydraulic hoses and connections. Look to make sure the hoses are in good



No Memorandum Marks

condition. Check for leaks around fittings and connecting points.

Tyres and Wheels Visually inspect the tyres. Look for damage, wear, missing bolts, or other signs that a tyre is not in good condition.

Leaks Look for leaks. Brake fluid, transmission oil, radiator coolant, battery acid (electrolyte), or fuel can leak from your forklift.

21 How frequently should inspections be conducted on the forklift? 1

Every day

22 When driving an empty forklift, in which direction should you drive: 2

Up an incline Reverse / Backwards

Down an incline Forward

23 When driving a loaded forklift, which direction should you drive: 2

Up an incline Forwards

Down an incline Backwards

24 Are you allowed to turn on an incline? 1

No, you may never turn on an incline

25 Choose words from the list below to complete the following sentences on the loading area conditions. 5

stability height overhead power lines chemicals



No Memorandum Marks

a Checks the overhead clearance.

b Ensure that the forklift is a safe distance from any live power lines

c Ensure yourself of any possible hazardous chemicals in the loading area.

d Observe the limits for free-standing stack height.

e Inspects floors for stability and integrity.

26 Explain how a forklift should cross a railroad and why this is necessary. 3

Due to the nature of industry it may be possible that you will need to cross a railroad more than once. The best way to cross a railroad is in a diagonal manner. This will ensure that the forklift will not tip over due to a heavy or unbalanced load.

27 Before picking up a load the operator must conduct checks, list it: 5

Check overhead clearance.

Ensure that the forklift is a safe distance from any live power lines.

Ensure that no loose articles are lying on top of the load or on the roadway.

Observe the limits for free-standing stack height.

Inspect floors for stability and integrity.

Ensure adequate lighting.

Observe workplace precautions regarding fires.



No Memorandum Marks

Check for any possible hazardous chemicals in the loading area.

28 State whether the following is true or false. 3

a When lifting and carrying several loads at once, you always place the heaviest load against the back of the forks.

T

b You can decrease the stability of a load by tilting the forks back which will move the load centre closer to the front wheels.

F

c A forklift equipped with attachments should be operated as partially loaded vehicle. T

29 Loads can be secured using different methods and equipment, name a few. 6

Wrapping, netting, steel strapping, polyester strapping, nylon strapping, ratchets, bungi- cords, and many others.

30 What would you say is the benefit of having rear wheel drive on a forklift? 1

Gives the operator greater manoeuvrability and greater control. Gives a larger turning arc

31 When picking up a load using a forklift, certain steps must be followed to do it in a safe manner. These steps are listed below. Rearrange them in the correct order by filling in the correct sequence in the space provided.

5

a Observe over both shoulders and for any oncoming traffic or pedestrians c

b Lower or raise the load to about 10cm from the ground e

c Stop about 30cm away from the load, nice and square b

d Back out straight a

e Level the forks to the appropriate height and drive in d



No Memorandum Marks

32 What is the acceptable height for the forks when transporting a load? 1

Accept any answer between 10 and 30 cm.

33 Name the three checks that should be conducted when unloading a trailer. 3

Inspect the floor of the trailer to ensure that it will support the lift truck and the load

Make sure that the wheels of the trailer are chocked to prevent the trailer from moving.

Make sure that dock plates, boards, and ramps are in place and secure.

34 If the smallest size of the base of an object is four metres, what is the allowable height of the stack? In other words, how high can you stack before permission is necessary to stack any higher?

2

4 metres x 3 = 12 metres

35 List 3 stacking regulations found in your workplace Standard Operating Procedures. 3

The allowable height of a stack may not be three times higher that the smallest size of the base of the object to be stacked.

Any other 2 correct answers.

36 What are most people’s concerns when working in groups? 5

How do I fit in?

Will others listen to me?

Am I the only one who doesn't know everyone else?



No Memorandum Marks

How can I work with people with such different backgrounds and experience?

Who will make the decisions? How much influence can I have?

What do I have to offer to the group?

Does everyone know more than I do?

Does anyone know anything, or will I have to do most of the work myself?

37 Explain what happens when a person has a negative approach to conflict 3

People, who have a negative approach towards conflict, see it as destructive and something that should be avoided. Mostly, these people avoid the conflict because they feel that they cannot handle it. They smooth over the differences and hope that the conflict will go away. People may also try to postpone resolution of the conflict until the anger has disappeared.

38 Explain what happens when a person has a positive approach to conflict 3

People, who approach conflict in a positive way, see it as a constructive way to stimulate better interaction and as a new approach to solving problems. Conflict in an organisation is seen as something that can be helpful, provided that it is properly handled. Conflict can lead to better participation, higher motivation and greater creativity.

39 If a person decides to resolve a problem, how should he/she go to work doing that? 4

Attempt a compromise solution (lose-lose).

Let the other person have their way (loose-win).

Try to win, without considering the other side (win-lose).

Approach the conflict with the view that both sides can win (win-win).

40 List the parking and securing procedures of a forklift. 5



No Memorandum Marks

Park in an approved location.

Set the brakes.

Use blocks when the potential for roll-away exists.

Lower the forks to the floor.

Neutralise the controls.

Turn off the motor switch.

Disconnect the battery or go through the propane shut down procedure.

Always park on a level surface.

Don’t block emergency exits or equipment.

Park away from other hazards.

41 Why should the tools and equipment be stored and cleaned every day? 2

To ensure that there are no defects.

To remove any chemical spillage or filth from the equipment that might have caused problems.

To make it easy to find the tools again when needed.

Any correct answer

Total 133



5.2 Assessment 2: All inclusive practicalThe checklist provided should be used to conduct the practical assessment for the forklift operator. The candidate must be allowed to view

the checklist before the actual assessment is conducted. Ensure that the learner is given enough practise runs before a formal assessment

is done. It is important to note that the underlined items are vital; this means that the learner should successfully complete these actions or

checks. If the candidate fails to successfully complete any of these checks or actions, he/ she cannot be declared competent. In each case,

simply tick whether the learner correctly completed the action or not. Each yes counts 1 mark. Should the learner receive a no at any of the

underlined checks or actions, the assessment must be stopped immediately since failing to carry out these actions can be dangerous to the

learner and anyone in the surrounding area. In such a case the learner may receive time to prepare again and be re-assessed at a later

date.

Reference Practical instructions

All SOs & ACsAll CCFOs

The following practical will test your ability to correctly use a forklift to life and move loads. During this practical you will be asked to complete the following tasks:

At the parked position, carry out, without the use of a written checklist, the pre-operational checks required for the forklift.

Mount the forklift and carry out the start-up and operational checks.

Drive to station A and pick up the pallet.

Drive forward through the chicane and the deposit the pallet at station B at the high level.

Drive to station C and collect the pallet at eye level.

Drive to station D and deposit at the low level.

Drive to station B and collect the pallet at the high level.

Drive to station C and deposit at the eye level.

Drive to station E1 and collect the pallet* at the eye level.



Drive to station E2 and deposit the pallet* at the eye level.

Drive to station D and collect the pallet at the low level.

Drive in reverse through the chicane.

Drive to station A and deposit the pallet within the identified position.

Drive to park position and park correctly, and

Perform close down checks.

The checklists below will be used to assess you.





Practical checklist

Pre-start checks

The learner is wearing… Yes No The learner has checked the… Yes No

A hard hat Condition of Forks

An overall Load Backrest

Safety shoes/ boots Position of Forks

The learner has checked the… Yes No Tyre Condition & Pressure

Battery Terminals Wheel Nuts

Electrolyte Level Overhead Guards

Engine Oil Level Engine & Transmission Leaks

Hydraulic Oil Level Hydraulic Oil Leaks

Master Cylinder Level Brake Fluid Leaks

Radiator Water Level Diesel Leaks

Radiator Cap Gas Leaks

Water Pump Water Leaks

Fan Belts Drivers Compartment

Fan Blades Mast & Chains

Drive Belts Hydraulic Cylinders



Practical checklist

Fuel Level All Hoses

Sub-total 15 Sub-total 16

Total for pre-start checks 31

Operational checks

The learner checked/ adjusted/ carried out… Yes No The learner checked/ adjusted/ carried

out…Yes No

Enter & Adjust Gauges

Ignition Key Raise & Lower

Foot Brake Tilt Front & Back

Hand Brake Forward & Reverse

Steering Horn

Other Controls Lights

Sub-total 6 Sub-total 6

Total for operational checks 12

Practical operating test

In this section, 1 mark should be counted for every no answer since this section checks for faults that the learner may make. No Yes

Forks Bind on Entry/Withdrawal



Practical checklist

Forks not Central under Load

Load not at Heel of Forks

De-stacks with Mast Tilted

Fails to Stack/De-stack Correctly

Fails to Apply Handbrake

Fails to Position Mast for Travel

Fails to Position Forks for Travel

Places Body Outside Cabin

Bump Side of Course

Fails to Look in Direction of Travel

Selects Wrong Control/Direction

Shunts to Stack/De-stack

Shunts to negotiate Chicane

Fails to Release Handbrake

Fails to Hold Steering Wheel during Travel

Accelerates erratically

Brakes erratically



Practical checklist

Uses Controls roughly

Total for practical operating test 19

Close down checks (park)

In this section, 1 mark should be counted for every no answer since this section checks for faults that the learner may make. No Yes

Fails to Place in Neutral

Fails to Set Park Brake

Fails to Set Mast and Forks

Fails to Shut off Gas

Fails to operate Diesel Cut Out

Fails to Switch Off

Fails to Remove Key

Total for close down checks 7

Grand total 69

Not yet competentCompetent

Not yet competent Partially competent

Less than ½ of the tasks/ steps were done correctly. The learner must be re-trained

At least ¾ of the tasks/ steps were done correctly. Learner can be re-assessed (*RA)

Learner to obtain 100% for practical



(*RT) before he/ she is re-assessed (*RA). only on those incorrectly done. assessments to be declared competent.

Declaration and assessor notes on further action if any.



5.3 Critical cross-field outcomesThese outcomes should be assessed throughout the learner’s formative and summative assessments. Feedback should be given to the

learner at every possible opportunity so that he/ he can correct his/ her action(s) and improve towards self development. It is important that

the learner collect evidence to demonstrate competence throughout the learning process.

5.4 Summative feedback reportThe learner’s marks are divided into a theoretical and a practical part. For the theoretical part, the learner has to obtain 80% to be declared

competent. For the practical assessments, the learner has to be able to do it 100% correctly. If he/ she still made some mistakes, he/ she

should be given the chance to practice before being re-assessed. If not stated differently in own company policies, the learner should be

given three chances before making a judgement of not competent.

5.5 Lesson planAt the end of the facilitator guide, you will find a blank lesson plan for your own use. You can either use the given example, or apply the

basic principles to your own personalised lesson plan for each module.



UNIT 6: FINAL ASSESSOR REPORT

Learner name & surname Date

Learner Enrolment No

Tel. No./ Cell No.

Ref Code COMPETENT NOT COMPETENT

Re-direct training

Comments

Assessor Moderator

Name

Signature

Date



UNIT 7: LESSON PLAN

CONTENT TIME METHOD

Unit Matter Learner Activities

Facilitator Activities

Critical Questions Training aids


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