Civil Technology PAT GR 12 2017 Eng

Downloaded from hlayiso.com CIVIL TECHNOLOGY GUIDELINES FOR PRACTICAL ASSESSMENT TASKS 2017 These guidelines consist of 23 pages and 4 annexures. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 2 DBE/PAT 2017 NSC TABLE OF CONTENTS SECTION 1 1. INTRODUCTION 3 SECTION 2 3 2. GUIDELINES FOR THE TEACHER 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 5 2.5 Assessment 5 2.6 Moderation 5 SECTION 3 3. GUIDELINES FOR THE LEARNER 6 3.1 Instructions to the learner 6 3.2 Task 7 3.3 Tools and rubrics for assessment and moderation 10 3.4 Absence/Non-submission of task (What are the consequences?) 20 3.5 Requirements for presentation 20 3.6 Recommended timeframes for the completion of the PAT 20 3.7 Declaration of authenticity 21 SECTION 4 22 4. LIST OF RESOURCES 22 SECTION 5 23 5. CONCLUSION 23 ANNEXURE A: Mark sheet for the components of the PAT ANNEXURE B: Composite mark sheet ANNEXURE C: Dimension sheet ANNEXURE D: Cutting list Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 3 DBE/PAT 2017 NSC SECTION 1 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) 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 Practical assessment tasks are designed to develop and demonstrate a learner's ability to integrate a variety of skills in order to solve a problem. The PAT also uses the technological process to guide the learner on the steps that need to be followed to arrive at a solution for the problem at hand. The PAT is based on investigations, simulations and the application of skills, knowledge and principles acquired by the learners that will cover the technological process in the built environment. 2.2 Management of the PAT The PAT should commence in the first week in term 1, as this is a lengthy and drawn out process and CANNOT be left to the last minute. (a) All the components of the PAT (design portfolio, working drawings and model) should be completed and presented for assessment by the end of term 3 before the commencement of the preparatory examination to allow sufficient time for the external moderation. (b) During this phase, the teacher will do any final assessments that are outstanding. All learner portfolios, working drawings and models are kept safely until the moderation process is completed (both provincial and national moderation). Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 4 DBE/PAT 2017 NSC (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. The communication of the design is a continuous process and the learner will make changes to this part of the portfolio continuously as the PAT progresses. All teachers must design a pacesetter to indicate the completion dates for the different stages of the PAT. The teacher must manage this process to avoid crisis management and unnecessary stress nearer to the completion date of the PAT. This pacesetter must also be given to the learners. The submission dates for the different sections of the PAT, as indicated in the pacesetter, should be given to learners in writing. 2.3 Administration of the PAT The PAT should be based on real-life situations and completed under controlled conditions. Teachers must set dates for the completion of the different phases of the PAT. In this manner learners can assess their progress. In instances where formal assessment tasks take place, it is the responsibility of the teacher to administer assessment tasks. After studying the guidelines teachers must fully explain the requirements of the different stages of the PAT and the criteria, as indicated in the rubrics 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, together with the assessment criteria of the PAT, and hand it to the learners not later than the first week in February. The product/model should not leave the classroom/workshop and must be kept in a safe place at all times when learners are not working on it. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 5 DBE/PAT 2017 NSC 2.4 Assessment and moderation of the PAT The PAT for Grade 12 is externally set and 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 to the learner to ensure that the learner is on the right track. Both formal and informal assessment should be conducted on the different tasks that constitute the PAT. Informal assessment can 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 components of the PAT and therefore plan the assessment programme of the PAT accordingly. 2.6 Moderation During moderation of the PAT the design portfolio, working drawings and the model must be presented to 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 through the capability tasks for moderation purposes. The sequence of events of the technological process may also be requested from the learner. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 6 DBE/PAT 2017 NSC SECTION 3 3. GUIDELINES FOR THE LEARNER Learner's name: ____________________________________________________________ Time Allowed: 1st to 3rd term 3.1 Instructions to the learner • This practical assessment task counts 25% of your final promotion mark. • All work you produce must be your own effort. • All sources used must be acknowledged. • Use your discretion where dimensions and/or information have been excluded. • Calculations should be clear and include units. • Calculations should be rounded off to TWO digits. • Drawings may be hand-drawn (use drawing instruments) or drawn on CAD. NO photocopies or scanned files of drawings are allowed. • Photographs and scanned photographs may be used and may be in colour or greyscale. • SI units should be used. • You are encouraged to use recycled materials to make the model. • Changes during simulation of the product should be documented and included in the design portfolio. • Your assignment and assessment instruments should be placed at the back of the design portfolio. • The marking memorandum for the working drawings must be attached to your working drawings. • Where available you may use electronic equipment, e.g. cellphones, cameras, digital cameras, etc. to document your progress. • The product/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 7 DBE/PAT 2017 NSC The practical assessment task (PAT) consists of a practical task to be completed over three terms. The PAT consists of a design portfolio, working drawings and a product/model. Computer-aided drawings should be done under the supervision of the teacher. NOTE: This year the PAT consists of ONE scenario that is COMPULSORY for all learners. 3.2 Task Scenario: A developer wants to build cluster homes in a security complex to address the shortages of housing in a developing town. The Grade 12 learners are requested to design and develop the floor plan of an open-plan kitchen with a living room and a breakfast nook. This floor plan may be used for the development of the final house plans. The design of the open-plan kitchen with the living room should include the built-in floor cupboards, breakfast nook and the positions of the switched socket outlets, switches for the lights and the layout of the ceiling. Specifications for the open-plan kitchen and living room: • Total area of the kitchen and living room should not exceed 50 m² • Built-in floor cupboards for the kitchen • Kitchen sink (double bowl) • Breakfast nook to accommodate 4 people • Switched socket outlets for the: o Fridge o Electric stove o Micro wave oven o Electric kettle o Television and audio system • Switches and lights for the: o Open-plan kitchen and the living room o Light mounted on the outside wall • Distribution board • Electricity meter Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 8 DBE/PAT 2017 NSC Instructions: The learner should use his/her discretion where details have been omitted. 3.2.1 Develop and compile a design portfolio by following the technological process. The following should be part of the design portfolio: • Cover page • Table of contents • Declaration of authenticity • Problem statement/Situation • Design brief • Research o Layout of open-plan kitchens with living rooms o Materials used for ceiling boards o Installation of ceilings o Regulations for the installation of distribution boards • Generate at least THREE different freehand drawings (line diagrams) to show the floor plan of the open-plan kitchen and living room with the built-in floor cupboards and breakfast nook. o Include descriptive notes and dimensions with the three freehand drawings. o Clearly indicate and motivate which one of the layouts is your preferred choice. • Develop the preferred choice by drawing a line diagram of the final floor plan for the open-plan kitchen and living room with the built-in floor cupboards and the breakfast nook. (Use drawing instruments to draw the line diagram.) o Indicate on the line diagram the final dimensions and descriptive notes for the floor plan. o Indicate the position of the switch socket outlets, switches for the lights, the lights, electrical wiring, distribution board and electricity meter on the line diagram. o Draw a separate detailed line diagram to show the placement of the roof trusses and the layout of the brandering for the ceiling. o Calculate the amount of brandering needed for the living room and kitchen. (Specify the length of the brandering and the number that will be needed.) o Indicate the relevant descriptive notes and dimensions for the layout and material of the brandering for the ceiling. o A schedule to show the working procedures and time frames for the making of the scale model of the open-plan kitchen and living room with the electrical fittings and installation of the ceiling. • A list of material needed for the installation of the ceiling in real life. • A list of hand tools, power tools and equipment needed for the installation of the ceiling in a real building. • The dimension paper (ANNEXURE C) for the calculation of the material needed for the ceiling of the open-plan kitchen and living room: o The number and size of ceiling boards needed o Amount (Number) of brandering needed o Total length of brandering, cornice and cover strips needed Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 9 DBE/PAT 2017 NSC • ANNEXURE D to compile a cutting list for the ceiling of the open- plan kitchen and living room. Use information in ANNEXURE B. • Evaluation of the product (The learner must evaluate his/her whole project against the given criteria and present evidence.) • Bibliography/list of references • Evidence of research: e.g. letters received quotation of costs, internet research, etc. • Learner assignment and assessment instruments for the design portfolio and product/model 3.2.2 Develop and draw, to a suitable scale, the following using the marking memorandum for the drawings as a guide: • A partial floor plan showing the open-plan kitchen and living room. The following must be also shown: o Layout of the cupboards and breakfast nook o The positions of the switch-socket outlets, lights and light switches and electrical wiring (use correct SANS symbols to indicate electrical fittings) • A vertical sectional view through the open-plan kitchen and living room. The following must be shown: o Top part of the walls o Part of the roof with a closed eave o Fascia board, gutter and part of the down pipe o The ceiling showing the brandering, ceiling board, cornice and cover strips for part of the ceiling NOTE: Use the criteria in the marking memorandum as a guideline for your drawings. All drawings should preferably be drawn on A3 drawing paper and be provided with dimensions, labels, notes and scales. Drawings should also comply with the minimum requirements as stipulated in the SANS 10 400 (National Building Regulations) and SANS/SABS 0143, Code of Practice for Building Drawings. 3.2.3 Develop and make a scale model of the open-plan kitchen and living room. The scale model must include the following: • Walls, windows and doors • The breakfast nook • Distribution board • Electricity meter • Switched-socket outlets for the open-plan kitchen and living room • Switches for the lights of the open-plan kitchen and living room • Wall plates and the tie beams of the roof trusses for the brandering to be fixed to. • Brandering, ceiling boards, cornices and cover strips – the ceiling must be removable to see the inside of the open plan kitchen and living room Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 10 DBE/PAT 2017 NSC 3.3 Tools and rubrics for assessment and moderation The assessment tools below will be used to assess the different sections of your PAT. Use these instruments to assist you with the completion of your PAT. 0 (zero) will be awarded if no evidence is available for any criteria. 3.3.1 Rubric for assessment of the design portfolio CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% Six of the following done Five of the following done Four of the following done Template used. Not attempted neatly: neatly: neatly: Fewer than four of the • Name of school • Name of school • Name of school following done neatly: • Name of learner • Name of learner • Name of learner • Name of school • Name of teacher • Name of teacher • Name of teacher • Name of learner Cover page • Grade • Grade • Grade • Name of teacher • Year • Year • Year • Grade • Appropriate title • Appropriate title • Appropriate title • Year • Appropriate illustration • Appropriate illustration • Appropriate illustration • Appropriate title • Appropriate illustration Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 All the following done Three of the following Two of the following done One of the following done Not attempted correctly and neatly: done correctly and neatly: correctly and neatly: correctly and neatly: • Sections • Sections • Sections • Sections Presentation Table of contents • Subsections • Subsections • Subsections • Subsections • Page numbers • Page numbers • Page numbers • Page numbers • Page numbers • Page numbers • Page numbers • Page numbers correspond with correspond with correspond with correspond with content content content content Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Four of the following Three of the following Two of the following One of the following Not attempted sources indicated correctly sources indicated correctly sources indicated correctly sources indicated correctly and neatly: and neatly: and neatly: and neatly: • Minimum of four books • Minimum of three • Minimum of two books • Minimum of two books Bibliography • Magazines books • Magazines • Magazines • Pamphlets • Magazines • Pamphlets • Pamphlets • Personal interview • Pamphlets • Personal interview • Personal interview • Websites • Personal interview • Websites • Websites • Websites Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 11 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% The design brief is The design brief is WELL The design brief is The design brief is Not attempted EXTREMELY WELL formulated and defines the VAGUELY formulated. incomplete and/or VERY Design brief formulated and defines the situation and need well. The situation and need are VAGUELY formulated. Development of a situation and need not clearly defined. extremely well. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 design brief More than ADEQUATE ADEQUATE specifications An INCOMPLETE list of VERY FEW or NO Not attempted Specifications and detailed specifications and and constraints are listed specifications and specifications and constraints are listed to to meet the requirements constraints are listed to constraints are listed. constraints meet the requirements of of the design. meet the requirements of the design. the design. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Information is taken from Information is taken from Information is taken from Information is taken from Not attempted MORE than FOUR FOUR different sources THREE different sources. TWO different sources. It Investigation and analysis Investigation sources and is extremely and is relevant, logic and It is irrelevant and is extremely irrelevant and relevant, logic and neatly indicated. indicated untidily. indicated untidily. extremely neatly indicated. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Information is MORE than Information is ADEQUATE Information is TOO LITTLE VERY LITTLE Not attempted of information ADEQUATE and can be and can be used well to to solve the need/problem INFORMATION which is Analysis of used extremely well to solve the need/problem identified in the design irrelevant and serves no come up with an identified in the design brief. purpose in solving the information innovative design for the brief. need/problem identified in need/problem identified in the design brief. the design brief. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 12 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% Generates THREE or Generates THREE good Generates THREE TWO or fewer design Not attempted MORE excellent alternative design ideas to alternative design ideas to ideas are generated. alternative, original and address the problem or address the problem or There is little difference Generation of innovative design ideas to need. need. between the different possible solutions address the problem or Design ideas show a lack design ideas to address need. of originality and the problem or need. innovation to address the Generation of design ideas problem or need. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Outstandingly good and Well-reasoned descriptive Not all notes and Very few or no notes and Not attempted Descriptive notes clearly descriptive notes notes and dimensions dimensions regarding the dimensions regarding the and dimensions and dimensions regarding regarding the ideas are ideas are relevant and design ideas are given. the ideas are given. given. descriptive enough. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Justifies the preferred Well-reasoned choice of Limited reasoning for the No or very limited Not attempted option with clear reference the final design with good final choice of the design motivation for the final Motivation of to the design brief, reference to the design with little reference to the choice of the design with preferred choice specifications and brief, specifications and design brief, specifications little or no reference to the constraints. constraints. and constraints. design brief, specifications and constraints. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 13 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% Final solution Final solution WELL Final solution Final solution is Not attempted EXTREMELY WELL communicated. communicated communicated communicated. A very interesting solution SATISFACTORILY. SCRAPPILY. Development A very interesting solution which indicates the looks An interesting solution A solution which does not of preferred solution which indicates the looks of the end product well. which indicates the looks resemble the end product of the end product of the end product or which is very difficult to extremely well. satisfactorily. interpret is developed. Communication of ideas Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 More than enough Adequate sketches, Inadequate sketches, No or very few sketches, Not attempted Detailed sketches, sketches, descriptive notes descriptive notes and descriptive notes and descriptive notes and descriptive notes and dimensions are dimensions are developed dimensions are developed dimensions are developed and dimensions developed to draw the to draw the working to draw the working to draw the working working drawing. drawing. drawing. drawing. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Main steps in the Main steps in the Main steps in the Main steps in the Not attempted manufacturing are clearly manufacturing are clearly manufacturing are clearly manufacturing are not Working procedures set out with clear time set out with clear time set out with clear time clearly set out with no clear and time frames frames providing excellent frames providing adequate frames providing time frames providing very information to make information to make inadequate information little information to make the solution. the solution. to make the solution. the solution. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 14 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% MORE than ADEQUATE ADEQUATE hand and FEWER than ADEQUATE EXTREMELY FEW hand Not attempted hand and power tools are power tools are indicated hand and power tools are and power tools are List of indicated correctly in an correctly in an orderly and indicated satisfactorily in indicated in an untidy Tools and equipment, orderly and extremely neat neat manner under an orderly and neat manner without different equipment hand and manner under different different headings. manner under different headings. power tools to build the headings. headings. septic tank Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 MORE than ADEQUATE ADEQUATE materials are FEWER than ADEQUATE EXTREMELY FEW Not attempted materials are indicated indicated correctly in an MATERIALS are indicated materials are indicated in List of correctly in an orderly orderly and neat manner satisfactorily in an orderly an untidy manner without List of materials and extremely neat under different headings. and neat manner under different headings. manner under different different headings. materials headings. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 ALL the dimensions used A FEW of the dimensions MANY of the dimensions NONE of the dimensions Not attempted Dimensions to do the calculations are used to do the used to do the calculations used to do the calculations used on consistent with calculations do not do not correlate with correlate with information dimension information provided. correlate with information information provided. provided. Calculation of quantities and compilation of sheet provided. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 • Excellent correct use of • Good correct use of • Satisfactory correct • Poor correct use of the Not attempted the dimension sheet. the dimension sheet. use of the dimension dimension sheet. • All the answers are • The majority of the sheet. • VERY FEW of the Calculation of correct. answers are correct. • Less than half of the answers are correct quantities • Units of answers are • Units of most of the answers are correct • VERY FEW units of indicated correctly. answers are indicated • Less than half of the answers are indicated cutting list correctly. units of answers are correctly. indicated correctly. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 • All the necessary parts • The majority of the • A few of the parts and • VERY FEW of the Not attempted and dimensions of the parts and dimensions dimensions of the parts and dimensions Compilation cutting list are listed of the cutting list are cutting list are listed of the cutting list are of cutting list correctly. listed correctly. correctly. listed correctly. • All the answers are • The majority of the • A few answers are • VERY FEW of the correct. answers are correct. correct. answers are correct. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 15 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–29% 0% Evaluate the product or Evaluate the product or Evaluate the product or Shows LITTLE or NO Not attempted model EXTREMELY model COMPLETELY model SUPERFICIALLY evidence of an evaluation COMPLETELY and and comprehensively against TWO of of the product or model Evaluation of product or model comprehensively against against THREE of the following: against: ALL of the following: following: • The design brief, • The design brief, • The design brief, • The design brief, specifications and specifications and specifications and specifications and constraints constraints Evaluation of constraints constraints • The user- and cost- • The user- and cost- product or • The user- and cost- • The user- and cost- effectiveness effectiveness model effectiveness effectiveness • The procedures, • The procedures, • The procedures, • The procedures, techniques and techniques and techniques and techniques and processes to indicate processes to indicate processes to indicate processes to indicate possible possible possible possible improvements improvements improvements improvements • The appropriateness • The appropriateness • The appropriateness • The appropriateness of the materials used of the materials used of the materials used of the materials used Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Design portfolio submitted Design portfolio submitted Design portfolio submitted Design portfolio submitted Not attempted Adherence to Adherence to BEFORE or ON due date. ONE to THREE days late. FOUR to SIX days late. later than SEVEN or deadlines MORE days. deadlines Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 16 DBE/PAT 2017 NSC 3.3.2 Assessment sheet for the design portfolio Assess all the components indicated below. Learner name: ________________________________________ Grade: 12_____ Place this assessment sheet in the design portfolio of the learner. TERM 1 Assessment Criteria Submission Level Level Total mark criteria date obtained per section Development of Design brief 4 design brief Specifications and constraints 4 Investigation Investigation by means of different 4 and analysis of sources information Analysis of information 4 Generation of Generation of possible solutions 4 design ideas Descriptive notes and dimensions 4 Motivation of the preferred option 4 Communication Development of the preferred solution 4 of ideas Detailed sketches, descriptive notes 4 and dimensions Working procedures and timeframes 4 List of tools, List of equipment, hand and power 4 equipment and tools materials List of materials 4 Calculation of Dimensions used on dimension sheet 4 quantities and compilation of Calculation of quantities 4 cutting list Compilation of cutting list 4 Total for TERM 1 out of 60: Converted total for TERM 1 out of 25: TERM 3 Evaluation of Evaluate the scale model by means of product questions against the set criteria 4 Presentation Cover page 4 Table of content 4 Bibliography 4 Adherence to Final submission of design portfolio 4 deadlines Total for TERM 3 out of 20: Grand total of design portfolio out of 80: Converted total out of 25: Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 17 NSC 3.3.3 Marking memorandum for the working drawings Assess all the components indicated below. The assessment tools below will be used to assess the working drawings of your PAT. Use them as a checklist to assist you with the completion of your working drawings Learner's name: ______________________________ Grade: 12_____ SCALE TERM 2 MARK ALLOCATION LEARNER DRAWINGS ASSESSMENT CRITERIA Poor/ MARK Good Average Not done Creativity of the design of the open-plan kitchen 2 1 0 and living room Correct thickness of outside and inside walls 2 1 0 Doors/Sliding doors positioned and drawn 3 2 0–1 correctly. Windows positioned and drawn correctly 4 2–3 0–1 Layout of cupboards and breakfast nook 4 2–3 0–1 Correct symbols and positions of the switch 4–5 2–3 0–1 socket outlets PARTIAL FLOOR Correct symbols and positions of the lights and 4–5 2–3 0–1 PLAN OF OPEN switches for the lights PLAN KITCHEN Correct symbols and positions of the distribution 4 2–3 0–1 AND LIVING board and electricity meter ROOM WITH North point correct symbol and position 2 1 0 ELECTRICAL FITTINGS Cutting line – correct type of line with name 2 1 0 Correct dimensioning – two horizontal and two 4 2–3 0–1 vertical Area of open-plan kitchen and living room 2 1 0 indicated Labeling of rooms and floor covering 2 1 0 Correct colour coding 2 1 0 Accuracy of scale 3 2 0–1 Title and scale printed 2 1 0 Neatness and line quality 2 1 0 SUBTOTAL 50 Top part of wall with plaster drawn correctly 3 2 0–1 Wall plate positioned and drawn correctly 2 1 0 Roof showing part of the roof truss, purlins and 5–6 3–4 0–2 roof covering VERTICAL Fascia board, gutter and part of down pipe 5–6 3–4 0–2 SECTION Closed eave drawn correctly 5–6 3–4 0–2 SHOWING A Brandering, ceiling board, cover strips and 5–6 3–4 0–2 PART OF THE cornice drawn correctly ROOF WITH A Any five labels with dimensions 4–5 2–3 0–1 CLOSED EAVE Correct dimensioning – two horizontal and two 4 2–3 0–1 AND PART OF vertical THE CEILING Correct colour coding for the timber, masonry 4–5 2–3 0–1 and steel Accuracy of scale 3 2 0–1 Title and scale printed 2 1 0 Neatness and line quality 2 1 0 SUBTOTAL 50 TOTAL 100 CONVERT TO 25 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 18 DBE/PAT 2017 NSC 3.3.4 Rubric for assessment of the final product/model NOTE: 'Not presented' or 'Not attempted' will receive a 0 (zero) mark. CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–9% 0% Walls, windows and Demonstrate an Demonstrate a HIGH LEVEL of Demonstrate a Demonstrate an Not attempted doors of the open- OUTSTANDINGLY HIGH LEVEL skill and competence to SATISFACTORY LEVEL of UNACCEPTABLE LEVEL of plan kitchen and of skill and competence to manufacture and join these skill and competence to skill and competence to living room with manufacture and join these parts parts of the model correctly. manufacture and join these manufacture and join these breakfast nook of the model correctly. parts of the model correctly. parts of the model correctly. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Manufacturing and joining competency for: Demonstrate an Demonstrate a HIGH LEVEL of Demonstrate a Demonstrate an Not attempted OUTSTANDINGLY HIGH LEVEL skill and competence to SATISFACTORY LEVEL of UNACCEPTABLE LEVEL of Wall plates and tie of skill and competence to manufacture and position the skill and competence to skill and competence to beams of the roof manufacture and position the wall plates and beams of the manufacture and position the manufacture and position the trusses wall plates and beams of the roof roof trusses correctly. wall plates and beams of the wall plates and beams of the trusses correctly. roof trusses correctly. roof trusses correctly. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Demonstrate an Demonstrate a HIGH LEVEL of Demonstrate a Demonstrate an Not attempted Distribution board, OUTSTANDINGLY HIGH LEVEL skill and competence to SATISFACTORY LEVEL of UNACCEPTABLE LEVEL of electricity meter, of skill and competence to manufacture and install the skill and competence to skill and competence to switch-socket outlets manufacture and install the electrical fittings correctly. manufacture and install the manufacture and install the and switches electrical fittings correctly. electrical fittings correctly. electrical fittings correctly. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Demonstrate an Demonstrate a HIGH LEVEL of Demonstrate a Demonstrate an Not attempted OUTSTANDINGLY HIGH LEVEL skill and competence to SATISFACTORY LEVEL of UNACCEPTABLE LEVEL of Brandering, ceiling of skill and competence to manufacture and fit the skill and competence to skill and competence to boards, cover strips manufacture and fit the brandering, ceiling boards, manufacture and fit the manufacture and fit the and cornice brandering, ceiling boards, cover cover strips and cornice brandering, ceiling boards, brandering, ceiling boards, strips and cornice correctly. correctly cover strips and cornice cover strips and cornice correctly. correctly. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Civil Technology Downloaded from hlayiso.com 19 DBE/PAT 2017 NSC CRITERIA Level 4 Level 3 Level 2 Level 1 Level 0 80–100% 50–79% 30–49% 1–9% 0% The scale model is an The scale model is a GOOD The scale model is a The scale model is a POOR Not attempted EXCEPTIONALLY GOOD representation of the real SATISFACTORY representation of the real representation of the real product product and most of the parts representation of the real product and most of the parts Scale model and all parts are in VERY GOOD are in GOOD proportion. product and most of the parts are in POOR proportion. proportion. are in ACCEPTABLE proportion. Level x 2 Level 4 Level 3 Level 2 Level 1 Level 0 Appearance is Appearance is IMPRESSIVE Appearance is ACCEPTABLE Appearance is Not attempted EXCEPTIONALLY impressive with VERY MINOR easily with MINOR easily observable UNACCEPTABLE with MANY Modelling of product/model Appearance with NO easily observable observable defects. defects. easily observable defects in defects. an incomplete model. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Craftsmanship of an Craftsmanship of a HIGH Craftsmanship of a Craftsmanship of a POOR Not attempted Craftsmanship OUTSTANDINGLY HIGH quality quality is observed. SATISFACTORY quality is quality is observed. is observed. observed. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 The surface finishing is of an The surface finishing is of a The surface finishing is of a The surface finishing is of a Not attempted Surface finishing OUTSTANDINGLY HIGH quality HIGH quality with VERY FEW SATISFACTORY quality with POOR quality with MANY with NO obvious defects. obvious defects. EASILY observed defects. easily observed defects. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 The modelled product shows The modelled product shows The modelled product shows The modelled product shows Innovation and OUTSTANDINGLY HIGH AND GOOD AND IMPRESSIVE LITTLE proof of innovation and NO or VERY LITTLE proof of creativity EXCEPTIONALLY IMPRESSIVE proof of innovation and creativity. innovation and creativity. proof of innovation and creativity. creativity. Level x 1 Level 4 Level 3 Level 2 Level 1 Level 0 Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 20 DBE/PAT 2016 NSC 3.4 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, page 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. 3.5 Requirements for presentation The following should be presented by the candidate for assessment and moderation: • A complete design portfolio • All scale drawings • A completed model • The candidate's name and class must be clearly indicated on all components of the PAT The following document should be presented by the teacher for moderation: • A mark sheet for the components of the PAT as well as a composite mark sheet (one composite mark sheet comprising all candidates' names and marks for all aspects that were assessed) 3.6 Recommended timeframes for the completion of the PAT TERM 1: Design portfolio • Problem statement/Situation • Design brief • Research • Generate THREE ideas to address the problem/situation • Develop the chosen idea/choice TERM 2: Working drawings • All drawings as indicated on the marking memorandum. • NOTE: Use the criteria in the marking memo for drawings as a guide when preparing your drawings. Product/Model • Preparation of parts for the product/model Design portfolio • Changes which occur during the manufacturing of the product should be documented in the design portfolio. TERM 3: Design portfolio • Cover page • Table of contents • Declaration of authenticity • Evaluation of the product • Bibliography/List of references Product/model • Manufacturing and final assembling of parts (The product/model to be manufactured in the classroom under supervision of the teacher.) Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 21 DBE/PAT 2016 NSC 3.7 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 has not been submitted for moderation previously. SIGNATURE OF LEARNER DATE 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 22 DBE/PAT 2017 NSC SECTION 4 4. LIST OF RESOURCES 4.1 Textbooks 4.2 Pamphlets/Brochures 4.3 Internet 4.4 Visit to hardware stores 4.5 Basic electrical machines for cutting and drilling material 4.6 Basic hand tools 4.7 Board products 4.8 Materials The candidate is at liberty to use any material(s) that may assist him/her in the making of the model and he/she may use any method to obtain information for the design portfolio. HOW TO COMPILE A BIBLIOGRAPHY/LIST OF REFERENCES Common tips All sources have to be arranged alphabetically. Note where the full stops (.), commas (,), colons (:), etc. are placed when writing down the source. Titles are always underlined if handwritten and in italics/cursive when typed. Book with one author: Surname, Initials or Name. Year. Title. Place: Publisher. Example: Barker, BJ. 1993. The South African Book of House Plans. Cape Town: Struik Publishers. Magazine article: Surname of journalist, Name or Initials. Year of publication. Heading, name of magazine: date, page references. Example: Blockey, ZP. 2014. 'Solving rib and block problems'. Building Miracles: 10 January 2014, pages 45–59. Newspaper report: Surname of journalist, Name or Initials. Year of publication. Newspaper heading, name of newspaper and date: page references. Example: Meranti, A. 2014. 'New building material for houses'. Housing Today: 14 January 2014, page 4. Personal interviews: Surname of interviewee, Name or Initials. Job description, Name of institution. Subject of interview, date of interview, contact number, city or town. Example: Isando, P. Civil Technology Teacher, Foundation Secondary School. Compilation of a design portfolio. 4 February 2015, 061 357 9631. Beam Filling Heights. Website: Title, Website ˂electronic address˃ [date downloaded]. Example: Free house plans ˂http://ezinearticles.com˃ [15 February 2015]. Copyright reserved Please turn over

Downloaded from hlayiso.com Civil Technology 23 DBE/PAT 2016 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

1 2 No 3 4 5 6 7 8 NAME OF 9 10 TOTAL LEARNER AVERAGE MARK Civil Technology Copyright reserved _________________________ __________________________ 12 Presentation 8 Development of design brief 8 Investigation and analyses information Signature of (Moderator) Signature of (Teacher) 12 Generation of design ideas 12 Communication of ideas 8 List of tools, equipment and materials 12 Compiling of cutting list 4 Evaluation of product or model 4 Adherence to deadlines DESIGN PORTFOLIO 80 TOTAL: 80 100 TOTAL: 100% ANNEXURE A: MARK SHEET FOR THE COMPONENTS OF THE PAT 25 TOTAL: 25 MODERATED MARK 50 Floor plan NSC 50 Vertical section 100 TOTAL: 100 __________________ __________________ 100 TOTAL: 100 % SCALE DRAWINGS 25 TOTAL: 25 MODERATED MARK 8 Walls, windows and doors of the open-plan kitchen Date Date and living room with breakfast nook 4 Wall plates and beams of roof trusses 4 Electrical fitments 4 Brandering, ceiling boards, cover strips and cornice 4 Scale model 4 Appearance 4 Craftsman-ship Downloaded from hlayiso.com 4 Surface finishing MODEL 4 Innovation and creativity 40 TOTAL: 40 100 TOTAL: 100% SCHOOL STAMP 50 TOTAL: 50 MODERATED MARK 100 GRAND TOTAL: 100 (DP+WD+M) TOTAL DBE/PAT 2017 MODERATED MARK

Civil Technology Downloaded from hlayiso.com DBE/PAT 2017 NSC ANNEXURE B: COMPOSITE MARK SHEET COMPOSITE MARK SHEET PARTICULARS OF LEARNER FINAL PRODUCT MOD. DESIGN MOD. WORKING MOD. MODEL MOD. TOTAL MARK PORTFOLIO MARK DRAWINGS MARK MARK No. EXAMINATION FULL NAMES 25 25 25 25 50 50 100 NUMBER 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL MARKS ON THIS PAGE GROUP AVERAGE: (LAST PAGE) ________________ Signature (Teacher) Date SCHOOL STAMP __________________ Signature (Moderator) Date Copyright reserved

Downloaded from hlayiso.com Civil Technology DBE/PAT 2017 NSC ANNEXURE C: DIMENSION SHEET A B C D Copyright reserved

Downloaded from hlayiso.com Civil Technology DBE/PAT 2017 NSC ANNEXURE D: CUTTING LIST Part Member Number Unit Length Width Thickness A B C D E F G H Copyright reserved