Civil Tech (Woodworking) PAT GR 12 2020 Eng (Revised)

Downloaded from hlayiso.com CIVIL TECHNOLOGY (WOODWORKING) GUIDELINES FOR PRACTICAL ASSESSMENT TASKS (REVISED) GRADE 12 2020 These guidelines consist of 12 pages. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 2 DBE/PAT 2020 (Revised) NSC TABLE OF CONTENTS PAGE SECTION 1: 3 1. INTRODUCTION 3 SECTION 2 3 2. GUIDELINES FOR THE TEACHER 3 2.1 The structure of the PAT for Civil Technology 3 2.2 Management of the PAT 3 2.3 Administration of the PAT 4 2.4 Assessment and moderation of the PAT 4 2.5 Assessment 4 2.6 Moderation 4 SECTION 3 3. GUIDELINES FOR THE LEARNER 5 WOODWORKING TASKS 5 3.1 Instructions to the learner 5 3.2 Phase 1: Wall panelling 6 3.3 Marking guidelines for wall panelling 6 3.4 Phase 2: Working centre 7 3.5 Marking guidelines for working centre 8 3.6 Composite mark sheet 9 SECTION 4 10 4. OTHER RELEVANT INFORMATION 10 4.1 Absence/Non-submission of task 10 4.2 Requirements for presentation 10 4.3 Time frames 10 4.4 Declaration of authenticity 11 SECTION 5 12 5. CONCLUSION 12 Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 3 DBE/PAT 2020 (Revised) NSC SECTION 1 1. INTRODUCTION The 17 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 Technical Sciences  SERVICES: Consumer Studies, Hospitality Studies, Tourism  TECHNOLOGY: Civil Technology, Electrical Technology, Mechanical Technology and Engineering Graphics and Design. A practical assessment task (PAT) mark 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. test or examination. 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. SECTION 2 2. GUIDELINES FOR THE TEACHER (These guidelines must be explained clearly to the learners.) 2.1 The structure of the PAT for Civil Technology The PAT accounts for the skills the learner has mastered. This is assessed at intervals and requires the learner to engage in multiple practical sessions. During these weekly sessions, skills such as simulation, experimentation, hand skills, tool skills, machine skills and workshop practice are honed and perfected to the point where the learner may engage in the tasks set out for that particular term. The PAT accounts for 25% of the learner's promotion mark. 2.2 Management of the PAT The PAT should commence in Term 1, as this is a lengthy and drawn-out process and CANNOT be left to the last minute. The model should be done over THREE terms starting in Term 1 and Phase 1 should be done concurrently with the model in Term 1. Phase 1 must be completed, marked and internally moderated by the end of Term 1. Phase 2 must be completed, marked and internally moderated by 2 October 2020. (a) All the phases of the PAT should be completed and presented for assessment by the end of September 2020 to allow sufficient time for the external moderation. (b) During this phase, the teacher will do any final assessments that are outstanding. All the phases of the PAT are kept safely until the moderation process is completed (both provincial and national moderation). (c) The internal moderator/HOD must conduct moderation of the PAT throughout the year. (d) It is imperative that the criteria are adhered to from the beginning, as this will form the basis for assessment. (e) Teachers cannot penalise learners on points that are not included in the initial criteria. (f) When learners are selected during moderation (face moderation), they may be required to showcase their skills and knowledge. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 4 DBE/PAT 2020 (Revised) NSC All teachers must design a revised pacesetter in line with the time frame specified in the PAT to indicate the completion dates for the different phases of the PAT. The teacher must manage this process to avoid crisis management and unnecessary stress closer to the completion date of the PAT. The submission dates for the different phases of the PAT, as indicated in the pacesetter, should be given to the learners in writing. 2.3 Administration of the PAT The PAT should be based on real-life situations and should be administered and completed under controlled conditions. After studying the guidelines teachers must fully explain the requirements of the different phases of the PAT and the criteria, as indicated in the assessment tools and mark schedules, to the learners. This will ensure that learners and teachers have a common understanding of the assessment tools and what is expected of the learners. Teachers are requested to make copies of SECTIONS 3 to 5 of this document and hand it to the learners not later than the first week in February 2020. The products/models should not leave the classroom/workshop and must be kept in a safe place at all times when learners are not working on them. 2.4 Assessment and moderation of the PAT The PAT for Grade 12 is externally set and externally moderated, but internally assessed by the teacher and moderated by the internal moderator/HOD. 2.5 Assessment Frequent developmental feedback is needed to guide and support the learner to ensure that the learner is on the right track. Both formal and informal assessment should be conducted on the different phases of the PAT. Informal assessment may be conducted by the learner himself or herself, by a peer group, or by the teacher. Formal assessment should always be conducted by the teacher and the results will be recorded. The teacher must take into account the requirements of the assessment of all the phases of the PAT and therefore plan the assessment programme of the PAT accordingly. 2.6 Moderation During moderation of the PAT all phases of the PAT must be presented to the internal moderator as well as the external moderator. Where required the moderator should be able to call on the learner to explain the function and principles of operation and also request the learner to exhibit the skills acquired during practical sessions for moderation purposes. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 5 DBE/PAT 2020 (Revised) NSC SECTION 3 3. GUIDELINES FOR THE LEARNERS WOODWORKING TASKS The practical assessment task (PAT) consists of TWO phases to be completed over THREE terms. The PAT should be done over THREE terms starting in Term 1 with Phase 1 and phase 2. TIME SCHEDULE FOR THE COMPLETION OF THE PAT: It is recommended that learners and teachers use this time schedule to finish the PAT in the allocated time. TERM WORK TO BE DONE Term 1 Phase 1 Wall panel Term 1 Phase 2 Research, drawings and schedule to show the stages and time frames of the work centre Term 2 Phase 2 Making of scale model Term 3 Phase 2 Making of scale model 3.1.1 Instructions to the learner  This practical assessment task counts 25% of your final promotion mark.  All work you produce must be your own effort.  Use your discretion where dimensions and/or information have been excluded.  Where available you may use electronic equipment, e.g. cellphones, cameras, digital cameras, etc. to document your progress.  The scale model should not leave the classroom/workshop and must be kept in a safe place at all times when you are not working on it. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 6 DBE/PAT 2020 (Revised) NSC 3.2 Phase 1: Wall panelling Term: 1 Duration of Phase 1: 4 hours per learner Mark allocation: 20 marks Task: Make a FULL-SCALE model to show the construction at the top part of a wall panel without the cornice. Instructions:  Draw in full scale.  Measure and cut the parts into the correct lengths.  Show two rough grounds at the top of the wall panel.  The length of the rough grounds should be longer than the width of the two tongue-and- groove boards.  Use two tongue-and-groove boards with a length of about 300 mm.  Tongue-and-groove boards are fixed to the rough grounds.  Design and finish the wall panel off with a capping at the top.  Label all the parts. 3.3 Marking guidelines for Phase 1 WALL PANELLING LEARNER'S NAME AND SURNAME: _____________________________________________ GOOD/ POOR/NOT AVERAGE LEARNER NO. ASSESSMENT CRITERIA MARK EXCELLENT ATTEMPTED 8–10 4–7 0–3 LM 1. Marking and cutting parts of the wall panel. Design, make and assembly of tongue-and-groove boards to 2. rough grounds 3. Design, making and fixing of capping 4. Craftsmanship of final product TOTAL MARK OUT OF 40: CONVERTED MARK OUT OF 20: Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 7 DBE/PAT 2020 (Revised) NSC 3.4 Phase 2: Work centre for a kitchen Term: 1, 2 and 3 Duration: 20 hours Task: You are required to design and make a scale model of a table that can function as a work centre for a kitchen. Instructions:  Research different types of designs of a table that can function as a work centre in a kitchen. The scale model of the work centre should be made of any suitable material.  Draw (freehand or with instruments) at least THREE designs of a table that can function as a work centre in a kitchen.  Provide the final design with dimensions of the work centre you are going to make.  Compile a schedule to show the stages and time frames for the making of the scale model of the work centre for the kitchen. Use the following specifications and make a scale model of the work centre:  The work centre should have: o A storage place for utensils below the top o A bottom rack o Fixing of rails/hooks to hang up small dishcloths  Learners may use their innovation and creativity to shape the legs, rails and table top of the scale model.  Complete the scale model and present it for assessment. NOTE:  Evidence of research, drawings, stages in making as well as the scale model should be available for moderation.  Any suitable material can be used to make the scale model. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 8 DBE/PAT 2020 (Revised) NSC 3.5 Marking guidelines for Phase 2 ASSESSMENT OF THE SCALE MODEL OF THE WORK CENTRE FOR A KITCHEN LEARNER'S NAME AND SURNAME: _______________________________________________ LEARNER MARK GOOD/ POOR/NOT AVERAGE ASSESSMENT CRITERIA EXCELLENT ATTEMPTED PLANNING 8–10 4–7 0–3 LM Evidence of research, drawings and dimensions on the preferred design Three designs of a work centre with dimensions on the preferred design Schedule to show the stages and time frames TOTAL: 30 MARKING AND CUTTING OUT OF MATERIAL 4–5 2–3 0–1 LM Marking and cutting out of material for the top rails Marking and cutting out of material for bottom rails of bottom rack Marking and cutting out of material for legs Cutting out of material and making storage place for kitchen utensils Marking and cutting out of material for the surface of the bottom rack Marking and cutting out of material for the top of the work centre TOTAL: 30 ASSEMBLY OF SCALE MODEL OF THE WORK CENTRE 11–15 6–10 0–5 LM Joining of the parts of the work centre with a work centre top, storage space and a bottom rack TOTAL: 15 FINAL PRODUCT 4–5 2–3 0–1 LM Fixing of rails/hooks to hang up small dishcloths Neatness and appearance of final product The model is in proportion and according to scale TOTAL: 15 INNOVATION AND CREATIVITY 4–5 2–3 0–1 LM The learner added features to improve the appearance and functionality of the work centre TOTAL: 5 GENERAL ASPECTS 4–5 2–3 0–1 LM Adherence to deadlines TOTAL: 5 GRAND TOTAL 100: CONVERTED TOTAL OUT OF 80: Copyright reserved Please turn over

Civil Technology: Woodworking Downloaded from hlayiso.com 9 DBE/PAT 2020 (Revised) NSC 3.6 Composite mark sheet for Woodworking PHASE 1 PHASE 2 (SCALE MODEL) TOTAL GENERAL ASPECTS MODERATED MARK CONVERTED MARK MODERATED MARK MODERATED MARK MARKING OUT AND FINAL TOTAL: 100 TOTAL PHASE 1 FINAL PRODUCT GRAND TOTAL ASSEMBLY OF INNOVATION & WALL PANEL NO. NAMES OF LEARNERS: MODERATED CUTTING OF PLANNING SCALE MODEL CREATIVITY (P1 + P2) MARK MATERIAL 20 20 20 30 30 15 15 5 5 100 100 80 80 100 100 1 2 3 4 5 6 7 8 9 10 TOTAL: TOTAL: Signature of Teacher __________________ Date __________ Signature o Moderator __________________ Date __________ SCHOOL STAMP Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 10 DBE/PAT 2020 (Revised) NSC SECTION 4 4.1 Absence/Non-submission of task (What are the consequences?) The absence of a practical assessment task will be dealt with in accordance with the regulations as stipulated in the National Policy on Protocol for Assessment Grades R–12, p. 6, chapter 3, paragraphs 7 and 8. The National Protocol for Assessment Grades R–12, chapter 3, paragraph 8, subsection (4) clearly states that the absence of a practical assessment task mark will result in the candidate registered for that particular subject, receiving an incomplete result. 4.2 Requirements for presentation The following should be presented by the candidate for assessment and moderation:  Phase 1: Top part of wall panel with mark sheet  Phase 2: Evidence of planning of the model  Phase 2: A completed scale model with mark sheet  The candidate's name and class must be clearly indicated on all components of the PAT.  Completed declaration of authenticity with school stamp The following document must be presented by the teacher for moderation:  A composite mark sheet (one composite mark sheet comprising all candidates' names and marks for all phases) 4.3 Recommended time frames for the completion of the PAT Term 1:  Phase 1  Phase 2 (part 1) (research, sketches, time frames) Term 2:  Phase 2 (part 2) (making of scale model) Term 3:  Phase 2 (part 3) (finishing of scale model) The scale model to be manufactured in the classroom/workshop under teacher supervision.  Declaration of authenticity NOTE: The learners should start with the scale model at the beginning of Term 2 and complete it by the end of September. The teacher should properly plan and manage the available resources so that all learners will be busy with some part of the tasks throughout the year. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 11 DBE/PAT 2020 (Revised) NSC 4.4 Declaration of authenticity NAME OF THE SCHOOL: ___________________________________ ............ NAME OF LEARNER:_______________________________________ .......... NAME OF TEACHER:_______________________________________ .......... SCHOOL STAMP I hereby declare that the practical assessment task submitted for assessment is my own, original work and it has not been submitted for moderation previously. SIGNATURE OF LEARNER DATE (SUBMITTED) As far as I know, the above declaration by the candidate is true and I accept that the work offered is his or her own. ______________________________________ _________________ SIGNATURE OF TEACHER DATE Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology: Woodworking 12 DBE/PAT 2020 (Revised) NSC SECTION 5 5. 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 learner's life skills and provides opportunities for learners to engage in their own learning. Copyright reserved