Agricultural Technology PAT GR 12 2017 Eng

Downloaded from hlayiso.com AGRICULTURAL TECHNOLOGY GUIDELINES FOR PRACTICAL ASSESSMENT TASKS 2017 These guidelines consist of 26 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 2 DBE/PAT 2017 NSC TABLE OF CONTENT 1. INTRODUCTION 3 2. TEACHER GUIDELINES 3 2.1 Practical Assessment Task (PAT) for 2017 3 2.2 How to administer the PAT 4 2.3 Phases in the development of the PAT project 6 2.3.1 Phase 1: Design Portfolio 6 2.3.2 Phase 2: Manufacturing Process 7 2.3.3 Phase 3: Final Product 7 2.4 Criteria and guidelines for PAT assessment 7 2.4.1 Criteria and guidelines for assessing the Design Portfolio 8 2.4.2 Criteria and guidelines for assessing the Manufacturing Process 8 2.4.3 Criteria and guidelines for assessing the Final Product 8 2.5 Moderation of PAT 9 3. LEARNER GUIDELINES 10 3.1 Introduction 10 3.2 Illustration of the PAT 10 3.3 Cutting list and cost calculation 11 3.4 List of consumable materials and tools needed 11 3.5 Procedure to be followed for the process 12 3.6 Alternative designs 15 4. CONCLUSION 16 5. ASSESSMENT RUBRICS 17 5.1 Assessment rubric for the Design Portfolio Annexure A 17 5.2 Assessment rubric for the Manufacturing Process Annexure B 19 5.3 Assessment rubric for the Finished Product Annexure C 20 5.4 Declaration of Authenticity Annexure D 21 5.5 External/Internal moderation tool for PAT Annexure E 22 5.6 Mark Schedule Annexure F 25 5.7 Consolidation form Annexure G 26 Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 3 DBE/PAT 2017 NSC 1. INTRODUCTION The 16 Curriculum and Assessment Policy Statement subjects which contain a practical component all include a practical assessment task (PAT). These subjects are: • AGRICULTURE: Agricultural Management Practices, Agricultural Technology • ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts • SCIENCES: Computer Applications Technology, Information Technology • SERVICES: Consumer Studies, Hospitality Studies, Tourism • TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design A practical assessment task (PAT) is a compulsory component of the final promotion mark for all candidates offering subjects that have a practical component and counts 25% (100 marks) of the end-of-year examination mark. The PAT is implemented across the first three terms of the school year. This is broken down into different phases or a series of smaller activities that make up the PAT. The PAT allows for learners to be assessed on a regular basis during the school year and it also allows for the assessment of skills that cannot be assessed in a written format, e.g. tests or examinations. It is therefore important that schools ensure that all learners complete the practical assessment tasks within the stipulated period to ensure that learners are resulted at the end of the school year. The planning and execution of the PAT differs from subject to subject. 2. TEACHER GUIDELINES 2.1 Practical Assessment Task (PAT) for 2017 The aim of the PAT is to teach learners to solve technological problems in the agricultural environment by using critical, innovative and thinking skills. The PAT comprises a design component, manufacturing component and a final product. The PAT leads the learner to design and develop the product according to technological processes. Schools will be informed of the Grade 12 project at the beginning of term 4 of the Grade 11 year to allow the teacher and learner to do planning in advance. A scenario and complete layout of the example model that may be used as the PAT for 2017 are given on the next page. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 4 DBE/PAT 2017 NSC SCENARIO Personal safety is very important in every workshop or farm situation where physical labour is used to do practical work. Serious injury of farm workers can be prevented by using relevant equipment when removing fence posts from the ground. Design [Z1] a piece of equipment that can effectively be used to remove steel fence posts that are difficult to remove from the ground. The piece of equipment must be versatile in order to be used in various circumstances or conditions. It must be light, simple, durable and easy to handle but sturdy enough to carry heavy loads. The piece of equipment must be foldable and must not take up much storage space. Use various technological processes to help you in the design and manufacturing of this piece of equipment e.g. planning, investigation, research and various practical skills. 2.2 How to administer the PAT This PAT document must be used by the teacher as a guideline to do the PAT. The learner must design and plan the entire PAT individually with the teacher's guidance. The teacher will provide the learners with the problem statement only. The idea is that all the learners should have different PAT designs. The teacher must evaluate the learner's design for practicality and make suggestions before the learner submits the final design portfolio. If the school/learners decide to do an alternative PAT, that PAT must comply with the prescribed standards set out in this PAT guideline document. This will include evidence of the design portfolio, work procedures, rubrics and evidence of the final project. The criteria and format to assess the design portfolio, manufacturing process and final product must be the same as that of the prescribed PAT. The project must consist of at least SEVEN of the criteria given on pages 46 and 47 of the Agricultural Technology Curriculum and Assessment Policy Statement (CAPS). Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 5 DBE/PAT 2017 NSC The model should have functional value and should be suitable for use in real-life farm and workshop situations. The learners should be familiar with the assessment criteria before they start with the task. The PAT must be done under the supervision of the designated teacher. The practical assessment task in Grade 12 is set externally, assessed internally and moderated externally. The project is completed under controlled conditions and is assessed by means of a rubric. The promotion mark of Agricultural Technology consists of a PAT component of 100 marks (25%), a school-based assessment (SBA) component of 100 marks (25%) and a final examination component of 200 marks (50%). The PAT contributes 25% of the total promotion mark (400) in Grade 12. The practical assessment task counts 100 marks and consists of a design portfolio (25 marks), a manufacturing process (50 marks) and the final product (25 marks). Before a learner can commence with the manufacturing process, the design portfolio must be completed and assessed by the teacher. This done so that the teacher can identify design flaws for the learner to correct. The design portfolio and final project must be available for monitoring and moderation. The PAT must be evaluated, checked and authenticated by the teacher before being presented as the learner's final evidence of performance. The teacher's PAT file must contain evidence of: (a) The PAT task (b) A complete record of assessment that must always be available for monitoring and moderation purposes. The design portfolio and the project must be available at the school for monitoring and moderation during the entire school year. External moderation will be done by the respective provincial moderators and the national Department of Basic Education. No learner is allowed to take his/her project home before external moderation has been completed. Failure by the teacher to maintain a record of the assessment of the PAT is misconduct and will be dealt with in terms of paragraph 5(3) of the policy document, National Policy on the Conduct, Administration and Management of the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), or other appropriate measures. The absence of marks for the practical assessment task in Grade 10–12, without a valid reason, will result in the candidate registered for that particular subject receiving an incomplete result. The candidate will be given three weeks before the commencement of the final end-of-year examination to submit the outstanding practical assessment task. Should the candidate fail to present the practical assessment task he/she will be informed that he/she did not meet the minimum requirements for promotion and that he/she must repeat the subject the following year. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 6 DBE/PAT 2017 NSC 2.3 Phases in the development of the PAT project The project should be completed over the following three phases: 2.3.1 Phase 1: Design Portfolio Learners must identify the problem or need in their chosen project. He/she must also investigate the project, generate ideas and arrive at possible design solutions to make or produce the model, to evaluate it and to give a solution for the problem/need. The evidence for this phase will be placed in the design portfolio which can be started at the beginning of term 4 of the Grade 11 year and continues to the end of January of the Grade 12 year. In this phase the learner must be encouraged to be creative and to show initiative. A Declaration of Authenticity (ANNEXURE D) must be completed by each learner before final moderation. The design portfolio should include evidence of how the development of the product was approached, as indicated below: • Analysis and planning of the assignment • Relationship between technology and society and environment • Sketches, diagrams or calculations • Materials used • Tools used • General safety rules that are applicable • Comparisons of processes and tools to be used • Cost calculations and material list • Knowledge and skills needed in the manufacturing process • Manufacturing processes that were followed • Planning of time from the start to the final product • Research or investigations undertaken • Any other information that is relevant to the project Format of the design portfolio: Cover page: Learner name: Grade: School: Examination number: Year: Table of Assignment Contents: Planning and research Design sketches Material list Tools needed and relevant safety measures Comparisons of processes and tools to be used Cost calculations Source list Steps to follow Any additional information Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 7 DBE/PAT 2017 NSC 2.3.2 Phase 2: Manufacturing process Learners start constructing the actual model at the beginning of February, in term 1, or as soon as a learner has finished the design portfolio and it has been approved by the teacher. The learner then commences with Phase 2. The model must be completed by the middle of term 3 in Grade 12. The learner is expected to manufacture the model in the school's workshop, under close supervision of the teacher. Processes not performed by the learner cannot be assessed as part of the learner's work. The model must include a number of practical skills, but remember that the model must adhere to the minimum number of skills, as prescribed by the subject CAPS document. Continuous assessment must be done by the teacher during the manufacturing process to evaluate and assess certain skills and processes with the aid of the rubric attached (ANNEXURE B). 2.3.3 Phase 3: Final product Learners submit the models for assessment by the end of term 3. The planning done in phase 1 (design portfolio) should also be submitted for assessment of the final product. For final assessment the model must be completed and fully functional. The final product must correspond with the planning in Phase 1. 2.4 Criteria and guidelines for PAT assessment The PAT consists of three phases. The teacher must assess each phase with the aid of the rubrics attached. • The DESIGN PORTFOLIO must be completed and marked not later than the end of term 1. As soon as a learner is finished with the design portfolio and it has been assessed and approved by the teacher, he/she may commence with phase 2. The teacher must use the rubric on ANNEXURE A to assess the design portfolio. • The MANUFACTURING PROCESS is a continuous process and the various skills must be assessed continuously by the teacher when the different skills are applied. The rubric on ANNEXURE B must be used. • The FINAL PRODUCT must be evaluated and assessed using the rubric on ANNEXURE C. • ANNEXURE D is the Declaration of Authenticity and must be completed by each learner and the teacher. • ANNEXURE E must be used by the teacher to ensure that the Agricultural Technology workshop and facility is up to standard for external moderation. • ANNEXURES F and G are examples of mark sheets that may be used. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 8 DBE/PAT 2017 NSC 2.4.1 Criteria and guidelines to assess the DESIGN PORTFOLIO (25 marks) • Analysis of problem • Interrelationship between technology, society and the environment • Ability to generate ideas • Providing a solution • Sketching (dimensions, welding symbols, scale and projection symbols) • Materials, tools and equipment • General safety rules • Cost calculations and material list • Evidence of comparisons between different processes and skills • Portfolio presentation 2.4.2 Criteria and guidelines to assess the MANUFACTURING PROCESS (face moderation) (50 marks) • Safe handling and maintenance of tools and equipment • Skills related to proper use and maintenance of tools and equipment • Knowledge of materials to solve problems • Application of different techniques and processes • Skills demonstrated in the application of processes 2.4.3 Criteria and guidelines to assess the QUALITY of the FINAL PRODUCT (25 marks) • The product fulfils the purpose for which it was designed and shows innovation that is appropriate to the problem • Dimensions and measurements of the final product • Appearance: Finishing includes filing, grinding, sanding and painting • Ensure that the product functions properly • Time management: Check for completeness of the product Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 9 DBE/PAT 2017 NSC 2.5 MODERATION OF THE PAT • Internal moderation (Head of Department) The teacher's and learner's PAT portfolios must be moderated by the head of department or senior teacher of the subject at the school. • External moderation (Subject specialist/advisor) The subject specialist/advisor must do external moderation once a term. At the end of term 1 the subject specialist/adviser must moderate the design portfolio. In the course of term 2 the actual manufacturing process by the learner must be moderated. The final product as well as the final PAT mark must be moderated in term 3. • External moderation (National panel) A panel of moderators appointed by the national Department of Basic Education will moderate the PAT and practical workshop. ANNEXURE E is the moderation tool that will be used by the national panel for moderation at schools. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 10 DBE/PAT 2017 NSC 3. LEARNER GUIDELINES 3.1 Introduction The model to be constructed by the learners must include the processes taught in the theoretical work from Grade 10. These processes are part of various tasks that can be undertaken on a farm. The learners use the skills and knowledge acquired in Agricultural Technology to engage with this project. Note that the design portfolio for Grade 12 should be started in term 4 of the Grade 11 year and should be completed by week 3 of term 1 of the Grade 12 year. The construction process should be completed by the end of term 2. Assessment and moderation will be done on a continuous basis. 3.2 Illustrations of the PAT The photograph below shows a device that can be used to pull steel fence posts from the ground. Steel fence post extractor Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 11 DBE/PAT 2017 NSC 3.3 Cutting list and cost calculation The materials below should be purchased and cut according to the sizes given. The prices of the parts were determined according to prices at the time this project was planned. COMPONENT COMPONENT TYPE OF MEASUREMENTS QUANTITY COST NUMBER NAME MATERIAL 1 Main frame Flat bar 360 x 30 x 8 mm 2 R30,00 2 Frame spacer Flat bar 12 x 12 x 50 mm 1 R6,00 3 Base stand U channel 210 x 57 x 51 mm 1 R29,00 4 Lever Flat bar 500 x 50 x 12 mm 1 R39,00 5 Lever handle Metal pipe 300 x Ø 50 mm (4) 1 R31,00 6 Jaws/Claws Flat bar 200 x 50 x 16 mm 1 R18,00 7 Connection point Flat bar 50 x 50 mm 2 R17,00 8 Grip plate Flat bar 50 x 30 mm 1 R9,00 9 Bolt and nut Bolt and nut M10 x 60 mm 1 R3,10 10 Bolt and nut Bolt and nut M12 x 60 mm 2 R6,20 Price of material R188,30 Consumable materials R55,00 Total price R243,30 3.4 Lists of consumable materials, machines and tools that are needed to manufacture the project TOOLS THAT ARE NEEDED Cut-off machine/Angle grinder Mitre square Sliding bevel Pedestal drill Hacksaw Flat and round file Oxy-acetylene cutting set Scriber Pipe bend aperture MIG welding machine Centre punch Personal protection clothing Inverter welding machine/arc Hammer Paint brush welding machine Plasma cutting machine Measuring tape Broom Spanners and pliers Steel ruler Consumable materials Steel drill bit Ø 10 and 12 mm Turpentine Grinding/Cutting discs/Plasma cutter accessories Hand cleaner (nozzle; inserts; spacers) Arc welding rods Undercoat paint MIG wire and gas Paint for final covering Hacksaw blades Sanding paper Oxy-acetylene gas for warming, cutting and bending Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 12 DBE/PAT 2017 NSC 3.5 Procedure to be followed in the manufacturing process PROPOSED WORK/TIME SCHEDULE Predicted date Approximately 2 hours per week is needed for PAT as prescribed in the CAPS policy document. Approximately 18 weeks (36 hours) are available for the manufacturing process. A DESIGN PORTFOLIO (25 Marks) 1. PAT problem statement/task must be handed to the learners. The Week 1 teacher must explain the problem statement/task. Learners have THREE weeks to complete the Design Portfolio. 2. The teacher must be actively involved and provide support and guidance to the learners during the design process. 3. The teacher must evaluate, assess and give feedback on the Week 2 finished portfolio before the learners can commence with the manufacturing process. 4. Learners must do the corrections on the Design Portfolio. Week 3 5. The teacher must record the marks of the Design Portfolio on the PAT mark sheet. B MANUFACTURING PROCESS (50 Marks) (Teacher must monitor and evaluate the manufacturing process). Main framework Week 4–7 1. Measure, mark and cut two pieces of 50 x 8 mm flat bar to a length of 360 mm. 2. Cut a spacer bar of 12 x 12 x 50 mm. 3. Space the two flat bars and MIG weld the spacer between the two flat bars to form the main framework, as shown in the photo. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 13 DBE/PAT 2017 NSC Base stand Week 8–10 4. Cut a 210 mm piece of U channel. 5. Weld the piece of U channel to the open end of the main framework, as shown in the photo. Lever Week 13– 19 6. Cut one piece of flat bar 500 mm in length. 7. Make a 115º bend at one end, 150 mm from the end. 8. Drill two 12 mm holes in this part, as shown in the photo. 9. Cut a piece of Ø 50 mm pipe 340 mm in length. 10. Put the pipe over approximately 50 mm of the end of the lever and flatten this part of the pipe by warming it and then hammering it with a hammer. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 14 DBE/PAT 2017 NSC Jaws/claws 11. Cut a piece of 16 mm flat bar 200 mm in length. 12. Heat and bend the two ends at a 90º angle, as shown in the photo. 13. Cut two pieces of flat bar to form the connection point to the lever as shown in the photo. 14. Drill a 12 mm hole into the centre of each flat bar. 15. Weld the two pieces of flat bar to the jaw, as shown in the photo. 16. Cut a piece of 8 mm flat bar to a length of 30 mm. Drill a 10 mm hole into the centre of the flat bar. 17. Drill a 10 mm hole into the one end of the jaw as indicated in the photo. 18. Attach the grip plate to this part of the jaw with a M10 bolt and nut. Assembly Week 28– 29 19. Attach the jaw assembly to the lever with a M12 bolt and nut as shown in the photo. 20. Attach the lever assembly to the main framework with a M12 bolt and nut as indicated in the photo. Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 15 DBE/PAT 2017 NSC 20. Testing Week 30 • Test for functionality, durability and strength. • Make adjustments, if necessary. • Test again for proper functioning. 21. Finishing Week 31 • Remove sharp edges with a file or angle grinder. • Sand all surfaces with sanding paper. 22. Painting Week 32 • Paint/Spray with a rust resistant primer. • Paint/Spray with oil base paint. • Polish the painted area with wax and a buff. C FINAL PRODUCT (25 Marks) Week 33 • Teacher must evaluate the final product and finalise the PAT marks for the year. • Marks must be recorded on the SBA mark sheets. 3.6 Alternative designs Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 16 DBE/PAT 2017 NSC 4. CONCLUSION On completion of the practical assessment task learners should be able to demonstrate their understanding of the industry, enhance their knowledge, skills, values and reasoning abilities as well as establish connections to life outside the classroom and address real-world challenges. The PAT furthermore develops learners' life skills and provides opportunities for learners to engage in their own learning. Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 17 DBE/PAT 2017 NSC 5. ASSESSMENT RUBRICS Name of candidate: ____________________________ School: _____________________Grade: _______ Date: _________________ DESIGN MANUFACTURING QUALITY OF TOTAL SIGNATURE OF TEACHER SIGNATURE OF PORTFOLIO PROCESS PRODUCT EXTERNAL MODERATOR /25 /50 /25 /100 5.1 ASSESSMENT RUBRIC FOR THE DESIGN PORTFOLIO ANNEXURE A CRITERIA 0 1 2 3 4 5 POSSIBLE MARK MARK OBTAINED Planning skills: No attempt Shows a limited Shows an attempt to Identifies the given Analyses the given problem Identifies the given Analysis and made and no attempt to identify identify and collect problem correctly correctly and shows problem/need correctly and diagnosis evidence to be and collect relevant information and collects relevant evidence of the use of a wide uses a variety of assessed is information to to analyse the given information to range of information to investigated strategies to 5 found. analyse the given problem or need. analyse the problem understand the problem or obtain relevant information problem or need. or need. need. that assisted in developing and design of innovative ideas. Interrelationship No attempt Makes no attempt to Awareness of the Awareness and Application and knowledge Application and knowledge between made and no consider the interrelationship was knowledge of of interrelationship aspects. of interrelationship aspects technology, evidence to be interrelationship. demonstrated. interrelationship was and the implementing of 5 society and assessed is demonstrated. preventative measures. environment found. Generate ideas No attempt Mentions some Shows some Offers some Uses original and creative Generates an excellent made and no ideas. awareness of alternative ideas ideas and chooses the most variety of alternative and evidence to be alternative ideas with a limited suitable option. innovative ideas. 5 assessed is reasoning of The preferred option is well found. choices. justified with clear links to the design. Solutions No attempt Attempts to come up Attempts to come up Provides design Provides excellent design Provides excellent made and no with limited design with design sketches and a sketches and a list of innovative design sketches evidence to be sketches and some sketches, variety of relevant specifications and that is extremely well assessed is specifications. specifications and specifications and constraints to the given formulated and defines the 5 found. Constraints relating constraints relating constraints relating problem. need according to the to the given to the given to the given given problem. problem. problem. problem. Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 18 DBE/PAT 2017 NSC CRITERIA 0 1 2 3 4 5 POSSIBLE MARK MARK OBTAINED Sketching No attempt Provides irrelevant Provides some Provides relevant Provides sketches with Provides excellent made and no sketches that relevant sketches sketches with correct lines and symbols sketches according to the evidence to be demonstrate limited with incorrect lines correct lines and and related to the given given problem considering 5 assessed drawing skills. and/or wrong symbols. problem. possible solutions. found. symbols. Material, tools No attempt Attempts to list some Provides a list of Provides a list of Provides a list with a variety Provides a list of the most and equipment made and no material, tools and material, tools and relevant material, of relevant material, tools relevant material, tools and list evidence to be equipment. equipment incorrect tools and equipment. and equipment needed. equipment needed in a 5 assessed or insufficient. creative format. found. General safety No attempt Attempts to consider Shows some Shows awareness, Shows awareness, Shows awareness, made and no safety regulations. awareness of safety knowledge and knowledge and application of knowledge and application evidence to be regulations. application of safety safety regulations regarding of safety regulations assessed regulations. a variety of conditions. regarding all conditions 5 found. and considers preventative measures. Cost No attempt Provides a material Attempts to do cost Provides cost Provides cost calculations Provides cost calculations calculations and made and no list with no calculations by using calculations using using correct units and data using correct units and material list evidence to be calculations. incorrect units, data correct units and collected and considers data collected and assessed and material list. data collected constraints. considers relevant 5 found. without considering constraints. constraints. Comparisons No attempt No comparisons. Poor comparison of Comparison of A thorough comparison of A thorough comparison of made and no one process. different processes, different processes, skills different processes, skills evidence to be skills and materials. and materials. and materials and comes 5 assessed to a conclusion. found. Portfolio No attempt The portfolio is The portfolio is The portfolio is The portfolio is completed The completed portfolio presentation made and no incomplete and completed but poorly completed and and well presented. presentation shows a high evidence to be poorly ordered and ordered and adequately ordered level of innovation and 5 assessed prepared. prepared. and prepared. creativity. found. TOTAL MARK 50÷2=25 Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 19 DBE/PAT 2017 NSC 5.2 ASSESSMENT RUBRIC FOR THE MANUFACTURING PROCESSES ANNEXURE B CRITERIA 0 1 2 3 4 5 POSSIBLE MARK MARK OBTAINED Safe handling of tools/ No attempt Demonstrates Demonstrates Demonstrates Demonstrates Demonstrates equipment made and no awareness of safety awareness and adequate knowledge sufficient knowledge sufficient knowledge (face moderation) evidence to be measures. knowledge of some and awareness of and awareness of all and awareness of all assessed found. safety measures. applicable safety applicable safety applicable safety 5 measures. measures. measures and applies preventative measures. Skills relating to No attempt Demonstrates Demonstrates some Demonstrates Demonstrates Demonstrate handling of tools and made and no limited knowledge knowledge and skills adequate knowledge adequate knowledge sufficient knowledge equipment evidence to be and skills and related to tools and and skills related to and skills related to and skills related to (face moderation) assessed found. equipment related to equipment used and tools and equipment tools and equipment maintenance and 5 tools used. housekeeping. used and evidence used and good use of tools and of housekeeping. housekeeping. equipment and excellent housekeeping. Knowledge of materials No attempt Shows limited Shows some Shows adequate Shows adequate Shows sufficient made and no background knowledge of knowledge of knowledge of knowledge of evidence to be knowledge on materials and their materials and their materials and their materials and their 5 assessed found. materials used. properties. properties and properties, concepts properties, concepts concepts. and principles. and principles to solve problems. Process techniques No attempt Demonstrate some Demonstrates Demonstrates Demonstrates Demonstrate made and no knowledge of limited knowledge of adequate knowledge adequate knowledge sufficient knowledge evidence to be inappropriate techniques used. of correctly selected on how to select and of correctly selected assessed found. techniques used. techniques. apply the relevant and applied 5 techniques correctly. techniques considering possible constraints. Skills used in No attempt Demonstrates Demonstrate some Demonstrate Demonstrate Demonstrate processes made and no limited knowledge of knowledge of skills adequate knowledge adequate knowledge sufficient knowledge (face moderation) evidence to be skills needed. needed. of skills needed. of skills needed and of skills needed and 5 assessed found. considering some considering relevant constraints. constraints. TOTAL MARK 25x2=50 Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 20 DBE/PAT 2017 NSC 5.3 ASSESSMENT RUBRIC FOR THE QUALITY OF THE FINISHED PRODUCT ANNEXURE C CRITERIA 0 1 2 3 4 5 POSSIBLE MARK MARK OBTAINED Address the No attempt The product is The product is The product is The product fulfils the The product fulfils the problem/need made and no incomplete. The complete, but does complete and purpose for which it was purpose for which it was evidence to be completed product not address the addresses the designed but shows no designed and shows assessed lacks details and problem or need at problem or need real evidence of innovation that is 5 found. makes all. partly. innovation in the appropriate to the identified interpretation solution to the identified problem or need. difficult. problem or need. Dimensions No attempt Dimensions differ Dimensions differ Some dimensions Dimensions differ Measurements and and made and no completely from from original design, differ from original slightly from original dimensions correlate measurements evidence to be original design. but show some effort drawing design. More design. Shows much completely with original of the final assessed Shows no effort in in making correct accuracy and effort more accuracy and design. 5 product found. making correct measurements. are shown to make effort in making correct measurements. correct measurements. measurements. Appearance: No attempt No finishing off. Product's appearance Product's appearance Product's appearance Product's appearance is Finishing off, made and no No filing, painting or not acceptable due to acceptable due to more acceptable due to very acceptable and shows filing, grinding, evidence to be sanding. Shows some of the finishing some of the finishing finishing off that was a high level of innovation 5 sanding and assessed little effort to make methods not being methods that were done, but no painting. and creativity. painting found. the appearance followed. used. acceptable. Functionality of No attempt The product is The product is The product is The product is The product is complete, the final made and no incomplete and complete, but it is not complete and complete, functions well functions very well and product. Does evidence to be does not function functional at all and functions, but shows and shows same new shows many new 5 the product assessed at all. shows no new no new improvements improvements and improvements and a very function found. improvements. and little innovation. innovation. high level of innovation. properly? Time No attempt Very little evidence Demonstrates some Evidence of realistic Manages time well Manages time management made and no of time sense of time time management on according to the initial exceptionally well by evidence to be management. management, but planning, but does plan. considering alternatives 5 assessed planning not realistic. not keep to the plan. according to the initial plan. found. TOTAL MARK 25 Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 21 DBE/PAT 2017 NSC 5.4 DECLARATION OF AUTHENTICITY ANNEXURE D DECLARATION OF AUTHENTICITY The DESIGN PORTFOLIO has been presented in one of the following ways: Sourcebook, Workbook or File. It is part of the Subject Portfolio. The DESIGN PORTFOLIO must be completed prior to the manufacturing proses. The following has been included in the DESIGN PORTFOLIO: • Analysis of problem • Interrelationship between technology, society and the environment • Ability to generate ideas • Providing a solution • Sketching (dimensions, welding symbols, scales and projection symbols) • Materials, tools and equipment • General safety rules • Cost calculations and material list • Evidence of comparisons between different processes and skills • Portfolio presentation 100% of this PAT was done under the supervision of the designated teacher and without the help of anybody else. This is to certify that all work submitted is the original and own work of the learner. Processes not performed by the learner have not been assessed as part of the learner's work. Learner School District Signature Date Learner Teacher Principal School Stamp Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 22 DBE/PAT 2017 NSC 5.5 EXTERNAL/INTERNAL MODERATION TOOL FOR PAT ANNEXURE E AGRICULTURAL TECHNOLOGY SCHOOL: ______________________________ EMIS No.: ________________ TEACHER: ___________________________ GRADE: _________________ SUBJECT SPECIALIST: __________________ DATE: ___________________ NUMBER OF LEARNERS IN GRADE: ____________ NUMBER OF LEARNERS TAKING THE SUBJECT IN GRADES 10–12:________ 1 CONDITION OF THE Good Acceptable Poor Comments WORKSHOP    Windows Ceiling Floor Oil-resistant floor paint Walls Lights Enough electric wall sockets Electric wall sockets in working condition Ventilation Burglar proofing 2 TEACHER YESNO Preparation file:  PAT guideline document  Mark sheet  Learner rubrics  Reference material (additional information and resources given to learners by the teacher) Safety:  Safety screens/devices  Safety of acetylene/gas cylinders  Welding areas well screened off  Is the area around dangerous machines demarcated with yellow lines on the floor?  Fire extinguisher  First-aid kit  Safety posters  Safety signs  Applicable OHS Act implemented in workshop  Is the number of learners in workshop per session not more than 15 as stipulated by the OHS Act? Tools and equipment:  Fully equipped workshop  Basic tools and equipment  Damaged and broken equipment  Are there shadow boards against the walls or mobile units? Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 23 DBE/PAT 2017 NSC Workshop atmosphere:  Posters  Exhibits  Safe layout  Is the workshop purpose build? Cleanliness of storeroom:  Storeroom is well organised  Storeroom is clean Cleanliness of workshop:  Workshop is clean 3 LEARNERS' PAT PROJECT FILES YES NO Did the learners follow the prescribed PAT? If not, is the PAT project of the same standard or higher than the prescribed PAT? Do all learners have PAT portfolio files? Do all learners have a completed learner summary record sheet? Did all learners complete the declaration of authenticity? (p. 23) Do all learners have copies of the design project pages (p. 10–17) in their PAT files? Did the learners sufficiently complete the following phases of the PAT:  Design  Manufacturing Does evidence exist that all tasks have been assessed by the teacher? Have all the rubrics been completed and totals carried over to the mark sheet correctly? Does the assessment conducted by the teacher appear to be fair and reliable? Are the mark allocation and level of achievement in line with the rest of the province? Will an adjustment of that average be needed? 4 OVERALL QUALITY OF THE PROJECT YES NO Have all learners completed the project? Have all learners' work been internally moderated? Does the final project match the designs in the portfolio? Do the marks allocated by the teacher in the rubrics match the available evidence in the learner's file? 5 INTERNAL/EXTERNAL MODERATION: YES NO Is there evidence of internal moderation by the head of department? Is there evidence of internal moderation by the subject specialist? 6 INTERNAL/EXTERNAL MONITORING: YES NO Is there evidence of external monitoring by the head of department? Is there evidence of external monitoring by the deputy principal? Is there evidence of external monitoring by the subject specialist? Copyright reserved Please turn over

Downloaded from hlayiso.com Agricultural Technology 24 DBE/PAT 2017 NSC 7 Additional information. Add typed lists of the following information Add list of equipment needed in the Agricultural Technology workshop. Add list of equipment in excess in the Agricultural Technology workshop. Add list of equipment that is broken beyond repair and that must be written off in the Agricultural Technology workshop. CONCLUSIVE OBSERVATIONS: Signature: Teacher Date Signature: HOD Date Signature: Subject Date Signature: Principal Date Advisor School Stamp Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 25 DBE/PAT 2017 NSC 5.6 MARK SCHEDULE ANNEXURE F AGRICULTURAL TECHNOLOGY – PAT SCHOOL: _______________________________ CENTRE NO.: ____________________________ EMIS NUMBER: _________________________ CIRCUIT: _______________________________ DISTRICT: _______________________________ YEAR:__________________ QUALITY OF THE FINISHED No. Learner DESIGN PORTFOLIO MANUFACTURING PROCESSES PRODUCT Skills relating to handling of tools and Planning Skills: Analysis and Cost calculations and material list Dimensions and Measurements Safe handling of tools/equipment Appearance and Finishing off Skills used in processes (face Address the problem /need Functionality of final product. Material, tools & equipment diagnosis TOTAL 25 (50 ÷ 2=25) TOTAL 50 (25 ÷ 2=50) Drawings/Sketching Portfolio presentation equipment (face moderation) Knowledge of materials Process techniques Time management TOTAL A+B+C=100 (face moderation) Interrelationship between Generate ideas General Safety Comparisons moderation) TOTAL 25 technology, society & environment Solution 2 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 50 5 5 5 5 5 25 5 1. 2. Total: Total: Total: Average: Average: Average: TEACHER: ________________________ SIGNATURE OF TEACHER: _______________________ DATE: _______________ PRINCIPAL: ________________________ SIGNATURE OF _______________________ DATE: _______________ PRINCIPAL: MODERATOR: ________________________ SIGNATURE OF _______________________ DATE: _______________ MODERATOR: Copyright reserved Please turn over

Agricultural Technology Downloaded from hlayiso.com 26 DBE/PAT 2017 NSC 5.7 CONSOLIDATION FORM ANNEXURE G AGRICULTURAL TECHNOLOGY SCHOOL: ________________________________ CENTRE NUMBER: _________________ EMIS NUMBER: _________________________ CIRCUIT : ________________________________ DISTRICT: _________________________ YEAR: ______________________ CANDIDATE EXAM NUMBER Manufacturing of product. Quality of the final product CANDIDATES Design portfolio Moderated mark TOTAL 25 50 25 100 100 1. 2. Total: Average TEACHER: ________________________ SIGNATURE OF TEACHER: _______________________ DATE: _______________ PRINCIPAL: ________________________ SIGNATURE OF PRINCIPAL: _______________________ DATE: _______________ MODERATOR: ________________________ SIGNATURE OF _______________________ DATE: _______________ MODERATOR: Copyright reserved