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NATIONAL CERTIFICATES (VOCATIONAL) ASSESSMENT GUIDELINES WELDING NQF LEVEL 2 IMPLEMENTATION: JANUARY 2013

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Page 1: NATIONAL CERTIFICATES (VOCATIONAL) … Certificates NQF Level 2/NC...This document provides the lecturer with guidelines to develop and implement a coherent, integrated assessment

NATIONAL CERTIFICATES (VOCATIONAL)

ASSESSMENT GUIDELINES

WELDING

NQF LEVEL 2

IMPLEMENTATION: JANUARY 2013

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Welding Level 2 Assessment Guidelines (January 2013) National Certificates (Vocational)

2 Department of Higher Education and Training

WELDING – LEVEL 2

CONTENTS

SECTION A: PURPOSE OF THE SUBJECT ASSESSMENT GUIDELINES

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 Assessment in the National Certificates (Vocational) 2 Assessment framework for vocational qualifications

2.1 Internal continuous assessment (ICASS) 2.2 External summative assessment (ESASS)

3 Moderation of assessment 3.1 Internal moderation 3.2 External moderation

4 Period of validity of internal continuous assessment (ICASS) 5 Assessor requirements 6 Types of assessment

6.1 Baseline assessment 6.2 Diagnostic assessment 6.3 Formative assessment 6.4 Summative assessment

7 Planning assessment 7.1 Collecting evidence 7.2 Recording 7.3 Reporting

8 Methods of assessment 9 Instruments and tools for collecting evidence 10 Tools for assessing student performance 11 Selecting and/or designing recording and reporting systems 12 Competence descriptions 13 Strategies for collecting evidence

13.1 Record sheets 13.2 Checklists

SECTION C: ASSESSMENT IN WELDING

1 Assessment schedule and requirements 2 Recording and reporting 3 Internal assessment of Outcomes in Welding – Level 2 4 Specifications for the external assessment in Welding - Level 2

4.1 Integrated summative assessment task (ISAT) 4.2 National examination

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SECTION A: PURPOSE OF THE ASSESSMENT GUIDELINES

This document provides the lecturer with guidelines to develop and implement a coherent, integrated assessment system for the subject Welding Level 2 in the National Certificates (Vocational). It must be read with the National Policy Regarding Further Education and Training Programmes: Approval of the Documents, Policy for the National Certificates (Vocational) Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF). This assessment guideline will be used for National Qualifications Framework Levels 2-4. This document explains the requirements for the internal and external subject assessment. The lecturer must use this document with the Subject Guidelines to prepare for and deliver Welding Level 2. Lecturers should use a variety of resources and apply a range of assessment skills in the setting, marking and recording of assessment tasks.

SECTION B: ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL)

1 ASSESSMENT IN THE NATIONAL CERTIFICATES (VOCATIONAL) Assessment in the National Certificates (Vocational) is underpinned by the objectives of the National Qualifications Framework (NQF). These objectives are to: • Create an integrated national framework for learning achievements. • Facilitate access to and progression within education, training and career paths. • Enhance the quality of education and training. • Redress unfair discrimination and past imbalances and thereby accelerate employment

opportunities. • Contribute to the holistic development of the student by addressing: social adjustment and responsibility; moral accountability and ethical work orientation; economic participation; and nation-building.

The principles that drive these objectives are: • Integration To adopt a unified approach to education and training that will strengthen the human resources and develop the capacity of the nation. • Relevance To be dynamic and responsive to national development needs. • Credibility To demonstrate recognition of competencies and skills acquired, national and international added value and recognition of the acquired qualification Coherence To work within a consistent framework of principles and certification. • Flexibility

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To allow for creativity and resourcefulness when achieving Learning Outcomes, to cater for different learning styles and use a range of assessment methods, instruments and techniques. • Participation To enable stakeholders to participate in the setting of standards and the co-ordination of the achievements required for the qualification. • Access To address barriers to learning experienced on different levels and to facilitate the students’ progress. • Progression To ensure the qualification framework permits individuals to move through the levels of the national qualification via different, appropriate combinations of the components of the delivery system. • Portability To enable students to transfer credits obtained within a qualification from one learning institution and/or employer to another institution or employer. • Articulation To allow for vertical and horizontal mobility in the educational system on condition that accredited pre-requisites have been successfully completed. • Recognition of Prior Learning To grant credits for a unit of learning following an assessment process or where a student possesses the capabilities as specified in the outcomes. • Validity of assessments To ensure assessment covers a broad range of knowledge, skills, values and attitudes (SKVAs) needed to demonstrate applied competency. This is achieved through: clearly stating the outcome to be assessed; selecting the appropriate or suitable evidence; matching the evidence with a compatible or appropriate method of assessment; and selecting and constructing an instrument(s) of assessment.

Topics should be assessed individually and then cumulatively with other topics. There should be a final summative internal assessment prior to the external assessment. • Reliability To assure assessment practices are consistent so that the same result or judgment is arrived at if the assessment is replicated in the same context. This demands consistency in the interpretation of evidence; therefore, careful monitoring of assessment is vital. Cumulative and summative assessments must be weighted more than single topic tests for

the internal mark. There should be at least one standardised or norm test in each term All standardised or norm tests must be moderated by a subject specialist.

• Fairness and transparency

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To verify that assessment processes and/or method(s) used neither hinders nor unfairly advantage any student. The following could constitute unfairness in assessment: Inequality of opportunities, resources or teaching and learning approaches Bias based on ethnicity, race, gender, age, disability or social class Lack of clarity regarding Learning Outcome being assessed Comparison of students’ work with other students, based on learning styles and language

Assessment in Mathematics must take into consideration that the process or method carries more weight than the final answer. • Practicability and cost-effectiveness To integrate assessment tasks and/practices within an outcomes-based education and training system to strive for cost and time-effective assessment. 2 ASSESSMENT FRAMEWORK FOR VOCATIONAL QUALIFICATIONS 3 The assessment structure for the National Certificates (Vocational) qualification is as follows: 2.1 Internal continuous assessment (ICASS) Knowledge, skills values, and attitudes (SKVAs) are assessed throughout the year using

assessment instruments such as projects, tests, assignments, investigations, role-plays and case studies. The ICASS practical component is undertaken in a real workplace, a workshop or a “Structured Environment”. This component is moderated internally and quality assured externally by Umalusi. All internal continuous assessment (ICASS) evidence is kept in a Portfolio of Evidence (PoE) and must be readily available for monitoring, moderation and verification purposes.

2.2 External summative assessment (ESASS) The ESASS is either a single or a set of written papers set to the requirements of the Subject

Learning Outcomes. The Department of Higher Education and Training administers the theoretical component according to relevant assessment policies.

A compulsory component of ESASS is the integrated summative assessment task (ISAT). This assessment task draws on the students’ cumulative learning throughout the year. The task requires integrated application of competence and is executed under strict assessment conditions. The task should take place in a simulated or “Structured Environment”. The ISAT is the most significant test of students’ ability to apply their acquired knowledge.

The integrated assessment approach allows students to be assessed in more than one subject with the same ISAT.

External summative assessments will be conducted annually between October and December, with provision made for supplementary sittings.

4 MODERATION OF ASSESSMENT

3.1 Internal moderation Assessment must be moderated according to the internal moderation policy of the Further

Education and Training (FET) College. Internal college moderation is a continuous process. The moderator’s involvement starts with the planning of assessment methods and

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instruments and follows with continuous collaboration with and support to the assessors. Internal moderation creates common understanding of Assessment Standards and maintains these across vocational programmes.

3.2 External moderation External moderation is conducted by the Department of Higher Education and Training,

Umalusi and, where relevant, an Education and Training Quality Assurance (ETQA) body according to South African Qualifications Authority (SAQA) and Umalusi standards and requirements.

The external moderator: • monitors and evaluates the standard of all summative assessments; • maintains standards by exercising appropriate influence and control over assessors; • ensures proper procedures are followed; • ensures summative integrated assessments are correctly administered; • observes a minimum sample of ten (10) to twenty-five (25) percent of summative

assessments; • gives written feedback to the relevant quality assuror; and • moderates in case of a dispute between an assessor and a student.

Policy on inclusive education requires that assessment procedures for students who experience barriers to learning be customised and supported to enable these students to achieve their maximum potential.

5 PERIOD OF VALIDITY OF INTERNAL CONTINUOUS ASSESSMENT (ICASS)

The period of validity of the internal continuous assessment mark is determined by the

National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates (Vocational).

The ICASS must be re-submitted with each examination enrolment for which it constitutes a component.

6 ASSESSOR REQUIREMENTS

Assessors must be subject specialists and a competent assessor

7 TYPES OF ASSESSMENT Assessment benefits the student and the lecturer. It informs students about their progress

and helps lecturers make informed decisions at different stages of the learning process. Depending on the intended purpose, different types of assessment can be used.

6.1 Baseline assessment At the beginning of a level or learning experience, baseline assessment establishes the

knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan learning programmes and learning activities.

6.2 Diagnostic assessment

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This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to make referrals for students requiring specialist help.

6.3 Formative assessment This assessment monitors and supports teaching and learning. It determines student

strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment.

6.4 Summative assessment This type of assessment gives an overall picture of student progress at a given time. It

determines whether the student is sufficiently competent to progress to the next level. 8 PLANNING ASSESSMENT An assessment plan should cover three main processes: 7.1 Collecting evidence The assessment plan indicates which Subject Outcomes and Assessment Standards will be

assessed, what assessment method or activity will be used and when this assessment will be conducted.

7.2 Recording Recording refers to the assessment instruments or tools with which the assessment will be

captured or recorded. Therefore, appropriate assessment instruments must be developed or adapted.

7.3 Reporting All the evidence is put together in a report to deliver a decision for the subject. 9 METHODS OF ASSESSMENT Methods of assessment refer to who carries out the assessment and includes lecturer

assessment, self-assessment, peer assessment and group assessment.

LECTURER ASSESSMENT

The lecturer assesses students’ performance against given criteria in different contexts, such as individual work, group work, etc.

SELF-ASSESSMENT Students assess their own performance against given criteria in different contexts, such as individual work, group work, etc.

PEER ASSESSMENT Students assess another student or group of students’ performance against given criteria in different contexts, such as individual work, group work, etc.

GROUP ASSESSMENT Students assess the individual performance of other students within a group or the overall performance of a group of students against given criteria.

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10 INSTRUMENTS AND TOOLS FOR COLLECTING EVIDENCE

All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence (PoE).

The following table summarises a variety of methods and instruments for collecting evidence. A method and instrument is chosen to give students ample opportunity to demonstrate the Subject Outcome has been attained. This will only be possible if the chosen methods and instruments are appropriate for the target group and the Specific Outcome being assessed.

11 TOOLS FOR ASSESSING STUDENT PERFORMANCE 12 Rating scales are marking systems where a symbol (such as 1 to 7) or a mark (such as 5/10

or 50%) is defined in detail. The detail is as important as the coded score. Traditional marking, assessment and evaluation mostly used rating scales without details such as what was right or wrong, weak or strong, etc.

Task lists and checklists show the student what needs to be done. They consist of short

statements describing the expected performance in a particular task. The statements on the checklist can be ticked off when the student has adequately achieved the criterion. Checklists and task lists are useful in peer or group assessment activities.

METHODS FOR COLLECTING EVIDENCE Observation-based

(Less structured) Task-based (Structured)

Test-based (More structured)

Assessment instruments

• Observation, • Class questions, • Lecturer, student,

parent discussions.

• Assignments or tasks,

• Projects, • Investigations or

research, • Case studies, • Practical exercises, • Demonstrations, • Role-play, • Interviews.

• Examinations, • Class tests, • Practical,

examinations, • Oral tests, • Open-book tests.

Assessment tools • Observation sheets, • Lecturer’s notes, • Comments.

• Checklists, • Rating scales, • Rubrics.

• Marks (e.g. %), • Rating scales (1-7).

Evidence

• Focus on individual students,

• Subjective evidence based on lecturer observations and impressions.

Open middle: Students produce the same evidence but in different ways. Open end: Students use same process to achieve different results.

Students answer the same questions in the same way, within the same time.

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Rubrics are a hierarchy (graded levels) of criteria with benchmarks that describe the minimum level of acceptable performance or achievement for each criterion. It is a different way of assessment and cannot be compared to tests. Each criterion described in the rubric must be assessed separately. Mainly, two types of rubrics, namely holistic and analytical, are used.

13 SELECTING AND/OR DESIGNING RECORDING AND REPORTING SYSTEMS The selection or design of recording and reporting systems depends on the purpose of

recording and reporting student achievement. Why particular information is recorded and how it is recorded determine which instrument will be used.

Computer-based systems, for example spreadsheets, are cost and time effective. The recording system should be user-friendly and information should be easily accessed and retrieved.

14 COMPETENCE DESCRIPTIONS All assessment should award marks to evaluate specific assessment tasks. However, marks

should be awarded against rubrics and not simply be a total of ticks for right answers. Rubrics should explain the competence level descriptors for the skills, knowledge, values and attitudes (SKVAs) a student must demonstrate to achieve each level of the rating scale.

When lecturers or assessors prepare an assessment task or question, they must ensure that the task or question addresses an aspect of a Subject Outcome. The relevant Assessment Standard must be used to create the rubric to assess the task or question. The descriptions must clearly indicate the minimum level of attainment for each category on the rating scale.

15 STRATEGIES FOR COLLECTING EVIDENCE A number of different assessment instruments may be used to collect and record evidence.

Examples of instruments that can be (adapted and) used in the classroom include: 13.1 Record sheets The lecturer observes students working in a group. These observations are recorded in a

summary table at the end of each project. The lecturer can design a record sheet to observe students’ interactive and problem-solving skills, attitudes towards group work and involvement in a group activity.

13.2 Checklists Checklists should have clear categories to ensure that the objectives are effectively met. The

categories should describe how the activities are evaluated and against what criteria they are evaluated. Space for comments is essential.

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ASSESSMENT OF WELDING LEVEL 2

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SECTION C: ASSESSMENT IN WELDING LEVEL 2

1 ASSESSMENT SCHEDULE AND REQUIREMENTS

Internal and external assessments are conducted and the results of both are contributing to the final mark of a student in the subject The internal continuous assessment (ICASS) mark accounts for 50 percent and the external examination mark for 50 percent of the final mark. A student needs a minimum final mark of 50 percent to enable a pass in the subject.

1.1 Internal assessment

Lecturers must compile a detailed assessment plan and assessment schedule of internal assessments to be undertaken during the year in the subject. (e.g. date, assessment task/or activity, rating code/marks allocated, assessor, moderator.) All internal assessments are then conducted according to the plan and schedule using appropriate assessment instruments and tools for each assessment task (e.g. tests, assignments, practical tasks/projects and memorandum, rubric, checklist)

The marks allocated to both the minimum number of practical and written assessment tasks conducted during the internal continuous assessment (ICASS) are kept and recorded in the Portfolio of Evidence (PoE) which is subjected to internal and external moderation. A year mark out of 100 is calculated from the ICASS marks contained in the PoE and submitted to the Department on the due date towards the end of the year.

The following internal assessment units GUIDE the internal assessment of Welding Level 2

TASKS Time-frame

Type of assessment

activity

Time and proposed mark

allocation *(can be increased but not

reduced)

Scope of assessment

% contribution to the year mark

Do not confuse the weightings of topics in the Subject Guidelines with the % contribution to the year mark

1 Term 1 Test 1 Hour (50 marks) Topics completed in term 1 10

2 Term 1

Practical Assessment/ Assignment

Determined by the scope and nature of the task

One or more of the topics completed as an assignment

25

3 Term 2

Practical Assessment/ Assignment

Determined by the scope and nature of the task

One or more of the topics completed as an assignment

25

4 Term 2 Test* 1 Hour (50 marks)

Topics completed in term 1 and 2

10

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5 Term 3 Internal Examination*

As per external examinations

(P1 & P2 where applicable)

Topics completed to date (P1 =15 & P2=15, where applicable)

30

TOTAL 100

Specifications for internal assessment may change over time. A separate internal assessment guideline document ‘Guidelines for the Implementation of Internal Continuous Assessment (ICASS) in the NC(V) qualifications at FET Colleges’ is developed, updated and distributed by the Department.. The conduct and administration of internal assessments must always comply with specifications contained in the most current version of the guideline document.

2 RECORDING AND REPORTING

Welding is assessed according to five levels of competence. The level descriptions are explained in the following table.

Scale of Achievement for the Vocational component RATING CODE

RATING MARKS %

5 Outstanding 80-100

4 Highly Competent 70-79

3 Competent 50-69

2 Not yet competent 40-49

1 Not achieved 0-39

The planned/scheduled assessment should be recorded in the Lecturer’s Portfolio of Assessment (PoA) for each subject. The minimum requirements for the Lecturer’s Portfolio of Assessment should be as follows:

• Lecturer information • A contents page • Subject and Assessment Guidelines • A subject Year plan /Work scheme/Pace Setter • A subject assessment plan • Instrument(s) (tests, assignments, practical) and tools (memorandum, rubric, checklist)

for each assessment task • A completed pre-moderation checklist for each of the ICASS tasks and their

accompanying assessment tools • A completed post-moderation checklist once the task has been administered and

assessed • Subject record sheets per level/class reflecting the marks achieved by students in the

ICASS tasks completed • Evidence of review – diagnostic and statistical analysis, including notes on

improvement of the task for future use

The college could standardise these documents.

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The minimum requirements for the student’s Portfolio of Evidence (PoE) should be as follows:

• Student information/identification • Declaration of authenticity form – duly completed (signed and dated) • A contents page/list of content (for accessibility) • A subject assessment schedule • The evidence of marked assessment tasks and feedback according to the

assessment schedule • A record/summary/ of results showing all the marks achieved per assessment

for the subject • Evidence of moderation (only where applicable for student’s whose tasks were

moderated) • Where tasks cannot be contained as evidence in the Portfolio of Evidence

(PoE), its exact location must be recorded and it must be readily available for moderation purposes.

3 INTERNAL ASSESSMENT OF SUBJECT OUTCOMES IN WELDING – LEVEL 2

Topic 1: PRINCIPLES AND TECHNIQUES OF ARC WELDING (FILLET WELDING)

SUBJECT OUTCOME

1.1 Describe the role of electricity in arc welding ASSESSMENT STANDARDS LEARNING OUTCOMES

• Basic terminology for welds (layers in Fillet welds, top, root, penetration) is explained

• Basic principles of electricity as they are applied to arc welding are explained

• The nature of the electric arc is explained • The arc as a heat source is explained • The principles of heat sources and arc power is

explained • Material transfer through the arc is explained • The various properties of metals used in the

welding process are explained • The basic processes of various welding are

explained Range: Shielded Metal Arc Welding (SMAW), Oxy-acetylene Welding (OA) Gas Metal Arc Welding (GMAW)

• Explain basic terms for welds (layers in Fillet welds, top, root, penetration)

• Describe the basic principles of electricity as they are applied to arc welding

• Explain the nature of the electric arc • Explain heat generation in the arc • Explain the principles of heat sources and arc

power • Explain material transfer through the arc • Explain the various properties of metals used in

the welding process • Explain the basic processes of various welding

Range: Shielded Metal Arc Welding (SMAW), Oxy-acetylene Welding (OA) Gas Metal Arc Welding (GMAW)

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Terms and definitions of welding o Basic principles of electricity o Heat generation, heat sources and arc power o Materials transfer

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o Various properties of metals o Basic processes of welding

SUBJECT OUTCOME

1.2 Describe the components and operating principles of welding equipment for arc welding ASSESSMENT STANDARDS LEARNING OUTCOMES

• Distribution of electricity and the mains supply is explained.

• The concept of converting mains to electric power and its relationship with the welding source is explained.

• The operating principles of transformers for alternating current (AC) are explained.

• The operating principles of rectifiers for direct current (DC) are explained.

• Open circuit, arc voltage and welding current is explained

• Types of welding current and polarity are identified.

• The major components of welding equipment and their functions are described

• Welding parameters are explained • The maintenance of welding machines and

equipment is described

• Explain the distribution of electricity and the mains supply

• Explain the conversion of mains to electric power for the purposes of welding

• Explain the operating principles of transformers , alternating current (AC)

• Explain the operating principles of rectifiers, direct current (DC)

• Explain open circuit, arc voltage and welding current

• Identify different types of welding current and polarity

• Describe the major components of welding equipment and their function.

• Explain the important parameters of arc welding

• Describe the maintenance of welding machines and equipment

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Distribution of electricity o Circuits o Arc voltage o Welding current o Polarity o Functions of welding equipment components o Parameters for arc welding

SUBJECT OUTCOME

1.3 Describe how to perform welding activities safely in the fabrication shop ASSESSMENT STANDARDS LEARNING OUTCOMES

• Personal Protective clothing is identified and its use and purpose is explained Range: Welding protective eyewear, gloves, protective footwear, protective clothing.

• Warning signs and signals for escape routes in

the workplace are identified and explained Range: welding area, arc welding, no welding, flammable area.

• Identify and explain the use and purpose of Personal Protective Equipment (PPE)

• Identify and explain warning signs and signals

for escape routes in the workplace

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• Electrical hazards during welding are described • Eye hazards when welding are explained • Respiratory hazards and the need for ventilation

are identified and explained Range: Health risk associated with welding fumes, preventative measures for respiratory hazards

• The causes and prevention of burns are explained.

• The danger of ultraviolet light (UV) and heat radiation is explained.

• The danger of noise hazards and preventative actions for noise hazards is explained.

• The hazards of working in a confined space and build up of pollutants are explained.

• The risk of explosions and the safe handling of gas cylinders are explained.

• Basic fire fighting procedures are explained and measures to prevent a fire are identified.

• Describe electrical hazards during welding • Explain eye hazards when welding • Identify and explain respiratory hazards and the

need for ventilation • Explain the causes and the prevention of burns

• Explain the danger of ultraviolet light (UV) and

heat radiation • Explain the danger of noise hazards and

preventative actions for noise hazards • Explain the hazards of working in a confined

space and build up of pollutants • Explain the risk of explosions including the safe

handling of gas cylinders • Explain basic fire fighting procedures and

identify measures to prevent a fire

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o PPE o Various safety hazards o Ventilation o Explosions o Handling of gas cylinders

SUBJECT OUTCOME

1.4 Explain the basic principles for the use of welding consumables ASSESSMENT STANDARDS LEARNING OUTCOMES

• The marking and application of welding consumables is explained. Range: electrodes, rods and gases (shielding gases, backing gases) and includes the classification of various welding consumables

• Storage, drying and handling procedures of welding consumables are explained.

• Explain the marking and application of welding consumables.

• Explain the reasons for and describe how to dry, store and handle welding consumables.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Types and functions of welding consumables o Storage and handling of welding consumables o Designation of welding consumables

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SUBJECT OUTCOME

1.5 Use welding details and parameters

ASSESSMENT STANDARDS LEARNING OUTCOMES • Welding details and symbols on a drawing are

interpreted (ISO 2553 • Welding positions are identified and explained. • Types of welding joints are identified and

explained. Range: at least four including T-lap and corner

• The fillet weld: size, shape, tack weld, and excess metal are identified and explained.

• The influence of the welding parameters on the weld surface is described.

• Various methods of achieving required welding parameters according to welding positions, welding method and welding consumables are explained.

• The effect of incorrect welding parameters is explained.

• The different types of weld imperfections are identified according to ISO 6520-1.

• The performance of visual inspections on a fillet weld and the correct method of evaluation are explained according to ISO 5817.

• Magnetic arc blow is described and preventative measures are explained.

• Interpret welding details and symbols on a drawing (ISO 2553)

• Identify and explain various welding positions • Identify and explain types of welding joints:

Range: at least four including T-lap and corner

• Explain a fillet weld in terms of size and shape.

• Explain various methods of achieving required welding parameters according to welding positions, welding method and welding consumables

• Explain the effect of incorrect welding parameters

• Identify and describe weld imperfections as per ISO 6520-1

• Explain the performance of visual inspections on a fillet weld

• Explain the correct method of evaluation of a fillet weld according to ISO 5817

• Explain what magnetic arc blow is • Explain the measures to prevent magnetic arc

blow

ASSESSMENT TASKS OR ACTIVITIES • Assessment on knowledge components

o Interpreting weld details on drawings o Interpreting welding symbols o Types of weld joints o Welding parameters o Welding imperfections o Visual inspections o Magnetic arc blow

SUBJECT OUTCOME

1.6 Explain and perform methods of joint preparation for welding Fillet Welds ASSESSMENT STANDARDS LEARNING OUTCOMES

• Methods of joint preparation for Fillet Welds are explained and performed

• The parameters and results associated with thermal cutting (plasma and flame cutting) are explained

• Suitable cutting and gouging processes for the main types of steel for creating a suitable cutting surface are identified and explained.

• Explain and perform methods of joint preparation for Fillet Welds

• Explain the parameters and results associated with thermal cutting (plasma and flame cutting)

• Identify and explain suitable cutting and gouging processes for the main types of steel for creating a suitable cutting surface

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• The principles of and parameters for flame cutting and the quality of cut surfaces (ISO 9013 and other) is explained.

• Explain the principles of and parameters for flame cutting

• Explain the quality of cut surfaces (ISO 9013)

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Methods of joint preparation o Welding parameters for thermal cutting o Cutting and gouging processes o Use of blow pipes o Quality of cut surfaces o Other cutting processes

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Joint preparation Topic 2: Shielded Metal Arc Welding (Flat position and Horizontal position)

SUBJECT OUTCOME

2.1 Describe the shielded metal arc welding (SMAW) process ASSESSMENT STANDARDS LEARNING OUTCOMES

• The chemical and mechanical processes that take place during Shielded Metal Arc Welding (SMAW) are explained.

• Basic and major components of SMAW equipment and their functions are identified and explained.

• The importance of the correct setting of the

power source and choice of electrode and the consequences of incorrect selection is explained

• The thickness of materials, in relation to size and type of welding electrode used, and the influence of electrode manipulation during the welding process are explained.

• The Flat position and Horizontal position in

down hand SMAW method is explained • Welding characteristics of low carbon steel are

identified and the implications for unsafe conditions are described.

• Explain the chemical and mechanical processes that take place during Shielded Metal Arc Welding (SMAW).

• Identify components of the SMAW equipment • Explain the functions of components of the

SMAW equipment

• Explain the correct setting of the power source • Explain the correct choice of electrode and

consequences of incorrect selection of electrode

• Explain the size, type of welding electrode and welding parameters in relation to the thickness of materials

• Explain the influence of electrode manipulation during the welding process

• Explain the Flat position and Horizontal position in SMAW.

• Identify the welding characteristics of low carbon steel

• Explain the implications of unsafe conditions when working with low carbon steel

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o SMAW terms and definitions o Chemical and mechanical processes o SMAW equipment and consumables o Settings for power sources o Welding electrodes

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o Electrode manipulation o Welding parameters o Characteristics of low carbon steel

SUBJECT OUTCOME

2.2 Plan and prepare for the shielded metal arc welding (SMAW) process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Drawing specifications for SMAW are read and interpreted.

• Setting up procedures for SMAW is demonstrated.

• Welding hazards in SMAW are identified and planning and preparations are made to eliminate hazards.

• SMAW equipment are selected and prepared as per specifications.

• The welding environment is prepared. • Work pieces are prepared, dimensions and

alignment checked as per drawing and working practice.

• A safe workshop is prepared fit for SMAW processes and in accordance to the Occupational Health and Safety Act

Range: manipulators, stands and clamps

Range: Parts include: Suitable power source, earth clamp, electrode holder and welding cable.

Range: Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the material groups 1, 2, 3 or 11 [according to ISO (TR) 15608].

Range: Material thickness: minimum –1,6mm

• Read and interpret the drawing specifications for SMAW

• Demonstrate setting up procedures for SMAW • Identify welding hazards in SMAW • Plan/prepare to eliminate welding hazards in

SMAW • Select SMAW and prepare the equipment as

per specifications • Prepare the welding environment. • Prepare work pieces, check dimensions and

alignment as per drawing and working practice • Prepare a safe workshop fit for SMAW

processes according to the Occupational Health and Safety Act.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety hazards o Setting up procedures o SMAW equipment o Preparing a work piece

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Setting up process o Preparing equipment o Preparing work pieces o Applying workshop safety requirements o Checking task dimensions

SUBJECT OUTCOME

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2.3 Weld a work piece using SMAW process ASSESSMENT STANDARDS LEARNING OUTCOMES

• The SMAW welding of the work-piece is carried out in accordance with work instruction sheet and drawing requirements.

• Safety precautions are applied and adhered to in accordance with Occupational Health and Safety Act (applicable to SMAW process) Range: Hazards include flashbacks, fire, electrocution; incorrect set-up procedures and unsafe use of power tools are explained.

• The welded area is inspected and defects are identified. (ISO 5817)

• The end product is inspected to conform to specifications as reflected on drawing or job requirement. Range: Defects include excessive slag, spatter, jagged edges, round top corner and irregular weld finish (bead).

• Welding defects are corrected.

• Demonstrate the SMAW process by welding the work-piece as per work instructions sheet and drawing requirements

• Apply safety precautions and adhere to Occupational Health and Safety Act (applicable to SMAW process)

• Inspect the welded area for and identify defects.

(ISO 5817) • Ensure conformance to specifications on

drawing or job requirement • Take corrective action on welding defects

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions o Identifying welding defects

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Performing welding o Conducting quality checks o Inspecting welded work piece o Taking corrective action on welding defects

Range: : Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the

material groups 1, 2, 3 or 11 [according to ISO (TR) 15608). Material thickness: minimum –1,6mm Resources include: Welding equipment, tools, protective clothing and equipment, welding procedure specification,

materials as specified on drawings and weld filler material. Weld positions to include: Fillet welding and groove welding: Flat/Horizontal Welded joints acceptance criteria to be in accordance with a national and/or international welding

standard.

SUBJECT OUTCOME

2.4 Care for and store SMAW welding equipment ASSESSMENT STANDARDS LEARNING OUTCOMES

• The proper care and storage of tools and equipment is explained in accordance with

• Explain the care and storage procedures for tools and equipment in accordance with work

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worksite/workshop practices and specifications. • Shielded metal arc welding equipment and

consumables is dismantled according to manufacturer’s specifications, workshop procedures and safety requirements

site/workshop practices and specifications. • Dismantle and store the welding equipment and

consumables in accordance with manufacturer’s specifications and requirements.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Care and storage procedures

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Dismantling and storing welding equipment, hand tools and consumables Topic 3: Oxy-acetylene Gas Welding (vertical down/down hand position)

SUBJECT OUTCOME

3.1: Explain the oxy-acetylene welding process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Oxy-acetylene gas welding and related equipment are identified and described.

• The functions of components of the oxy-acetylene gas welding equipment. Range: Parts include: gas cylinders, gas regulators, flashback arrestors, hoses, clamps, welding torch, welding nozzles, gas cylinder key and soapy water

• The correct assembly of oxy-acetylene gas equipment as per manufacturers’ specifications is explained and demonstrated.

• Terms associated with the oxy-acetylene gas welding procedures are explained.

• The chemical and mechanical processes that take place during welding are explained.

• The various welding pressures and the correct nozzles associated with each are identified, in relation to the thickness of materials (steel) being welded.

• The down-hand oxy-acetylene gas-welding method is explained.

• The consequences of incorrect assembly of oxy-acetylene gas welding equipment are explained

.

• Identify and describe oxy-acetylene gas welding and related equipment

• Identify and explain the functions of components of the oxy-acetylene gas welding equipment

• Explain the correct assembly of oxy-acetylene gas equipment as per manufacturers’ specifications

• Demonstrate the correct assembly of oxy-acetylene gas equipment as per manufacturers’ specifications

• Explain the terms associated with the oxy-acetylene gas welding procedures

• Explain the chemical and mechanical processes that take place during welding

• Identify the various welding pressures and the correct nozzles associated with each, in relation to the thickness of materials (steel) being welded.

• Explain the down-hand oxy-acetylene gas welding method

• Explain the consequence of the incorrect assembly of oxyacetylene gas welding equipment

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Terms associated with the oxyacetylene gas welding procedures o Identification and function of various components of the oxyacetylene gas welding

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equipment o Correct assembly of oxyacetylene gas equipment as per manufacturers’ specifications o Chemical and mechanical processes that take place during welding o The various welding pressures and the correct nozzles associated with each, in relation to

the thickness of materials (steel) being welded. o Consequence of the incorrect assembly of oxyacetylene gas welding equipment

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Assembly of oxyacetylene gas equipment as per manufacturers’ specifications

3.2 Select, assemble and conduct pre-operational checks of oxyacetylene gas welding equipment. ASSESSMENT STANDARDS LEARNING OUTCOMES

• Welding consumables are identified, selected and classified (marked with colour code or identification numbers)

• The selection of oxyacetylene gas welding equipment is verified as specified in the work instructions.

• Nozzle hazards on oxy-acetylene welding equipment are identified and eliminated in accordance with standard working practices.

• Pre-operational checks on oxy-acetylene welding equipment are carried out in accordance with manufacturer’s specifications

• The consequences of not testing oxy-acetylene gas equipment for leaks

• Welding equipment is prepared and assembled • The welding environment is prepared • Start up and shut down procedures are

demonstrated.

• Identify and classify welding consumables as per work instructions

• Select and verify welding consumables as per work instructions

• Identify and rectify nozzle hazards on oxy-acetylene welding equipment

• Carry out pre-operational checks on oxy-acetylene welding equipment in accordance with manufacturer’s specifications and to be leak free

• Explain the consequences of not testing oxy-acetylene gas equipment for leaks

• Prepare and assemble the welding equipment • Prepare the welding environment • Demonstrate start up and shut down

procedures

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Welding consumables (identification, classification, selection and verification) o Pre-operational checks o Hazards as per work site practices o Rectify hazards as per work site practices

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Preparation and assembly the welding equipment o Prepare the welding environment o Start up and shut down procedures o Conduct operational checks

Range: Parts include: Welding hoses, jubilee clamps, gas cylinders (oxygen and fuel gas), regulators, welding

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torch, welding nozzles, non-return valves and flashback arrestors Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the

material groups 1, 2, 3 or 11 [according to ISO (TR) 15608).

SUBJECT OUTCOME

3.3 Prepare work pieces for welding with oxy-acetylene ASSESSMENT STANDARDS LEARNING OUTCOMES

• Drawing specifications are read and interpreted • Work pieces for oxy-acetylene welding are

prepared as per specifications and worksite/workshop practices.

• The task dimensions and work-piece alignment are checked as specified on drawing

• Work piece is inspected prior to welding Range: Resources include: Worksite practices, tools, equipment, safety requirements and materials. Welding filler material selected as specified in the welding procedure specifications.

• Read and interpret the drawing specifications • Prepare work pieces for oxy-acetylene welding

as per specifications and worksite/workshop practices.

• Check task dimensions and alignment as per drawing

• Inspect work piece prior to welding.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Preparation of work pieces o Interpreting task dimensions and drawings

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Inspect work piece prior to welding

SUBJECT OUTCOME

3.4 Weld metals using the oxy-acetylene gas welding process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Safety precautions according to workshop requirements and OHS Act are explained and implemented when welding with oxy-acetylene

• Work piece is welded in position (down hand) • The work piece is cleaned after the welding

Range: Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the material groups 1, 2, 3 or 11 [according to ISO (TR) 15608). Material thickness: minimum –1,6mm Resources include: Welding equipment, tools, protective clothing and equipment, welding procedure specification, materials as specified on

• Explain safety precautions when welding with oxy-acetylene

• Implement and adhere to safety precautions when welding with oxy-acetylene

• Weld work piece in position (down hand) • Clean work piece after welding

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drawings and weld filler material. Weld positions to include:

• Fillet welding and groove welding: • Flat/Horizontal

Welded joints acceptance criteria to be in accordance with a national and/or international welding standard.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations • The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Adherence to safety precautions o Welding work piece o Cleaning work piece

SUBJECT OUTCOME

3.5 Inspect welded work piece for defects ASSESSMENT STANDARDS LEARNING OUTCOMES

• The inspection process is explained in accordance with work site practices and specifications

• An appropriate inspection method is selected

• Welded work-piece is inspected for defects and quality checks applied to the process.

• Explain the inspection process of welded work-pieces in accordance with work site practices and specifications

• Select an appropriate inspection method for the oxy-acetylene welded work-piece

• Perform inspection of work piece

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Inspection methods o Documentation

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Adherence to safety precautions o Inspecting work piece o Completing documentation

SUBJECT OUTCOME

3.6 Demonstrate care for and storage of oxy-acetylene welding equipment ASSESSMENT STANDARDS LEARNING OUTCOMES

• The oxy-acetylene welding equipment is dismantled according to manufacturer’s specifications and requirements

• The proper care and storage procedures for tools and equipment are demonstrated as per manufacturer’s specifications and worksite/workshop practices. Range: Cylinders, hoses, gauges and torch are

• Dismantle gas welding equipment in accordance with manufacturer’s specifications and requirements

• Care for and store oxy-acetylene welding tools, equipment and consumables as per manufacturer’s specifications and worksite/workshop practices

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packed away neatly and safely

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Dismantling gas welding equipment o Caring and storing tools, equipment and consumables

• The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Adherence to safety precautions o Dismantling gas welding equipment o Caring and storing tools, equipment and consumables

Topic 4: Gas Cutting

SUBJECT OUTCOME

4.1 Describe the oxy-acetylene cutting process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Terms and definitions used are consistent with general accepted cutting terminology as records in resource materials.

• Basic and major components of the oxy-acetylene cutting process and equipment are identified, and the function and purpose are correctly explained in terms of cutting standards.

• Various settings are identified for cutting pressures and the correct nozzles associated with each in relation to the thickness of materials (steel) being cut

• The importance of correct setting of cutting pressures, and the consequences of incorrect settings, is explained Range: The thickness of materials, size and type of cutting nozzles in relation to fuel gas used, and the impact of cutting torch manipulation during the cutting process.

• The actual chemical and mechanical processes

that take place during oxy-acetylene cutting is explained

• Pre-operational checks required are explained and performed

• Start up and shut down procedures for oxy-acetylene cutting is demonstrated

• The consequences of incorrect start up and shut down procedures when performing oxy-acetylene cutting are explained.

• Explain the terms associated with oxy-acetylene gas cutting procedures

• Identify the basic components of the oxy-acetylene cutting equipment

• Explain the oxy-acetylene cutting process • Identify the various settings for cutting

pressures and the correct nozzles associated with each in relation to the thickness of materials (steel) being cut

• Explain the consequences of incorrect cutting pressure settings

• Explain the actual chemical and mechanical processes that take place during oxy-acetylene cutting

• Explain and demonstrate the procedures for carrying out pre-operational checks

• Demonstrate start up and shut down procedures for oxy-acetylene cutting

• Explain the consequences of incorrect start up and shut down procedures when performing oxy-acetylene cutting

• Explain the cutting characteristics of low

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• Cutting characteristics of low carbon steel are identified and explained.

• The implications of un-safe conditions related to cutting characteristics of low carbon steel are explained.

carbon steel

• Explain the safety conditions related to the cutting characteristics of low carbon steel

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Terms associated with the oxyacetylene gas cutting processes and procedures o Safety considerations for cutting low carbon steel o Cutting characteristics of low carbon steel o Basic components of oxyacetylene cutting process o Various settings for cutting pressures and the correct nozzles associated with each in

relation to the thickness of materials (steel) being cut o Consequences of incorrect cutting pressure settings

o consequences of incorrect start up and shut down procedures • The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Start up and shut down procedures

SUBJECT OUTCOME

4.2 Cut materials using the oxy-acetylene cutting process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Safety precautions are applied and adhered to in accordance with the Occupational Health and Safety Act (applicable to the cutting process).

• Safety hazards (including flashbacks) are avoided during oxy-acetylene cutting

• Cutting of material is carried out in accordance with work instruction sheet and drawing requirements.

• The end product is inspected to conform to specifications as reflected on drawing or job requirement.

• Quality checks on the cut materials are applied. • Cutting defects are identified and corrective

action is taken. Range: Defects include excessive slag, rough cutting surface, jagged edges, rounded top corner

• Apply safety precautions when performing oxy-acetylene cutting according to workshop requirements and the Occupational Health and Safety Act

• Explain and demonstrate how to avoid safety hazards (including flashbacks) during oxy-acetylene cutting

• Interpret work instructions and drawing requirements before using the oxy-acetylene cutting process

• Perform the oxy-acetylene cutting operation, inspect the work piece and identify cutting defects as per specifications

• Take corrective action on cutting defects

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions • Presentation on knowledge components

o Avoiding safety hazards o Explaining quality checks

• The knowledge components of this topic must be integrated with a practical assignment or task which

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may be demonstrated as a product of the student’s abilities in the following: o Performing the cutting operation o Inspecting the end product o Applying quality checks to the end product o Taking corrective action on cutting defects

Range: Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the

material groups 1, 2, 3 or 11 [according to ISO (TR) 15608). Material thickness: minimum – 10mm Visual identification of cutting defects includes but is not limited to incorrect cutting torch manipulation,

angle, burned edges, flame and pressure setting Cleaning of cuts includes removal of scale, spatter, soot and removal of sharp edges

SUBJECT OUTCOME

4.3 Demonstrate care for and storage of tools and cutting equipment ASSESSMENT STANDARDS LEARNING OUTCOMES

• The proper care and storage procedures for tools and equipment is explained and demonstrated according to manufacturer’s specifications and requirements worksite/workshop practices.

• The oxy-acetylene cutting equipment is dismantled and stored according to workshop procedures. Range: Cylinders, hoses, gauges and torches are packed away neatly and safely in accordance with workshop procedures.

• Explain the dismantling and storage of oxy-fuel cutting equipment in accordance with manufacturer’s specifications and requirements

• Explain and demonstrate proper care and storage procedures for tools and equipment according to worksite practices

• Conduct the dismantling and storage of oxy-acetylene cutting equipment in accordance with manufacturer’s specifications and requirements

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Care and storage procedures

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Dismantling and storing cutting equipment Topic 5: Gas Metal Arc Welding (GMAW) - Metal Inert Gas Welding (MIG) (Down Hand)

SUBJECT OUTCOME 5.1 Explain the GMAW welding process

Range: Explanation of the Gas Metal Arc Welding (GMAW) process should include both MIG (the application of inert gases) and MAG processes (the application of active gases. Include various applications and examples for each.

ASSESSMENT STANDARDS LEARNING OUTCOMES • Terms and definitions used related to GMAW

are consistent with generally accepted welding terminology in accordance with national/international welding standards

• Components of GMAW welding equipment are

• Explain terms and definitions related to GMAW welding

• Identify components of GMAW welding equipment

• Explain functions of various components of

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identified and their functions explained • Various protection gases for GMAW welding are

described according to materials Resources include: Suitable welding power source, torch, electrode, shielding gas, regulator, flow-meter, materials as specified on drawings and weld filler material.

GMAW welding equipment • Define various protection gases for GMAW

according to materials

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations o Terms and definitions o Components of GMAW welding equipment

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Identification of various components of GMAW welding equipment

SUBJECT OUTCOME

5.2 Select, assemble and conduct pre-operational checks of MIG welding equipment. ASSESSMENT STANDARDS LEARNING OUTCOMES

• MIG welding equipment as per job requirements is identified, verified and selected.

• Hazards related to the welding process in accordance with standard work site practices are identified and rectified.

• The importance of correct assembly and the consequences of incorrect assembly of MIG equipment are explained with reference to manufacturer's requirements.

• MIG welding equipment is correctly assembled • Pre-operational checks are carried out in

accordance with manufacturer's specifications. • A safe worksite is created to prevent damage to

equipment and injury to people.

• Identify and select MIG welding equipment as per job requirements

• Identify safety hazards in the area where MIG will be performed

• Explain how hazards are rectified in accordance with work site practices

• Explain and demonstrate the correct assembly of MIG welding equipment

• Explain the consequences of incorrect assembly of MIG welding equipment.

• Perform pre-operational checks to ensure a safe work area environment for MIG

• Prepare a safe work area for MIG

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety hazards and their prevention o Assembly of welding equipment o Weld and gas flow parameters

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Operate safely o Assembly of welding equipment o Pre-operational checks o Preparing worksite

SUBJECT OUTCOME

5.3 Prepare work pieces prior to welding. ASSESSMENT STANDARDS LEARNING OUTCOMES

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• Drawing specifications are interpreted and work pieces are prepared prior to welding as specified on drawing and worksite practices.

• Weld and gas flow parameters are established (including polarity) as per job requirements

• Dimensions and alignment are checked as per specifications on drawing.

• Work pieces are assembled in position in accordance with drawing specifications

• Safety precautions are adhered to. • Work piece is inspected prior to MIG welding.

• Prepare work pieces for MIG as per specifications

• Interpret drawing specifications for welding • Establish weld and gas flow parameters

(including polarity) as per job requirements • Check dimensions and alignment as per

drawing specifications • Assemble work pieces in accordance with

drawing specifications • Adhere to safety precautions • Inspect work piece prior to MIG welding

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions o Dimensions and alignment

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Preparation of work piece o Adherence to safety precautions o Assemble work piece o Inspect work piece prior to welding

SUBJECT OUTCOME

5.4 Weld work pieces using MIG process ASSESSMENT STANDARDS LEARNING OUTCOMES

• MIG consumables are used as per job requirements.

• Potential causes for welding defects/imperfections are identified prior to MIG welding and action is taken to meet the job requirements.

• Work piece is welded in the vertical down position using MIG process.

• Safety precautions are adhered to during welding process.

• Work piece is cleaned after welding as per worksite practices.

Resources include: Suitable welding power source, torch, electrode, shielding gas, regulator, flow meter, materials as specified on drawings and weld filler material. Scope: Material type to be used: May be selected from the range of carbon steels (plate only), applicable to the material groups 1, 2, 3 or 11 [according to ISO (TR) 15608). Material thickness: Minimum - 1,6mm. Welding positions: Fillet weld: Flat

• Select and use MIG consumables as per job requirements

• Identify potential causes of defects prior to MIG and take remedial action to meet job requirements

• Weld work piece in the vertical down position using MIG process

• Adhere to safety precautions • Clean work piece after welding as per worksite

practices

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Groove weld: Flat and flat-rotated

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions o Potential causes of weld defects and rectification

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Perform weld o Adhere to safety o Clean work piece

SUBJECT OUTCOME

5.5 Inspect welded work piece for defects. ASSESSMENT STANDARDS LEARNING OUTCOMES

• Welded work piece is assessed and inspected and conforms to job specifications and drawings

• Inspection methods and procedures selected are conducive to specifications. Range: Procedures include: Worksite practices, inspection methods, and cleaning procedures. Welded joints acceptance criteria to be in accordance with a national and/or international welding standard.

• Assess conformance to job specifications and drawings

• Identify and select inspection methods and procedures conducive to specifications

• Inspect work piece

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Inspections methods o Conformance o Documentation

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Inspection of a work piece o Completion of documentation

SUBJECT OUTCOME

5.6 Demonstrate care for and storage of MIG equipment and consumables ASSESSMENT STANDARDS

• Tools and equipment are cared for as per manufacturers’ specifications and stored as per worksite practices.

• Welding consumables are stored in accordance with worksite practices.

LEARNING OUTCOMES • Care for and store tools and equipment as per

manufacturers’ specification and worksite practices

• Store welding consumables as per worksite practices

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Caring and storage of equipment, tools and consumables • The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Caring and storage of equipment, tools and consumables

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Topic 6: Gas Brazing

SUBJECT OUTCOME 6.1 Describe the oxy-fuel brazing process and materials connected to the process

ASSESSMENT STANDARDS LEARNING OUTCOMES • Terms and definitions used are consistent with

generally accepted gas brazing terminology used in resource materials.

• The chemical and mechanical processes that take place during oxy-acetylene brazing are explained.

• The importance of correct setting of brazing pressures, and the consequences of incorrect pressure, are explained

• The thickness of materials, size and type of brazing nozzles in relation to fuel gas used, and the impact of brazing torch manipulation during the brazing process are explained and demonstrated.

• Basic and major components of the oxy-acetylene brazing process and equipment are identified, and the function and purpose are correctly explained in terms of cutting standards.

• The start up and shut down procedures and the consequences of incorrect procedures are explained.

• Cutting characteristics of low carbon steel are identified and the implications of unsafe conditions are described.

• Gas brazing characteristics of low carbon steel are identified and explained in relation to the cutting process.

• The brazing method is explained and brazing consumables are identified, selected and classified

• Safety precautions associated with gas brazing are explained.

• Explain and use the terms and definitions associated with oxy-acetylene gas brazing procedures.

• Explain the chemical and mechanical processes that take place during oxy-acetylene brazing.

• Explain the importance of correct setting of oxy-acetylene brazing pressures

• Explain the consequences of incorrect oxy-acetylene pressure

• Explain the thickness of materials, size and type of brazing nozzles in relation to fuel gas used, and the impact of brazing torch manipulation during the brazing process

• Explain the components of the oxy-acetylene brazing process and equipment

• Explain the function of the components of the oxyacetylene brazing process and equipment

• Explain the start up and shut down procedures • Explain the consequences of incorrect start up

and shut down procedures • Explain the gas brazing characteristics of low

carbon steel in relation to the cutting process

• Explain the brazing method. • Identify, select and classify brazing

consumables • Describe the safety precautions associated

with gas brazing

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions associated with gas brazing o Terms and definitions associated with oxyacetylene gas brazing procedures. o Chemical and mechanical processes that take place during brazing. o Importance of correct setting of brazing pressures o The consequences of incorrect settings o Thickness of materials, size and type of brazing nozzles in relation to fuel gas used o Components of the oxyacetylene brazing process and equipment o Function of the components of the oxyacetylene brazing process and equipment o Consequences of incorrect start up and shut down procedures o The gas brazing characteristics of low carbon steel in relation to the cutting process o The brazing method.

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o Brazing consumables

SUBJECT OUTCOME

6.2 Plan and prepare for the gas brazing process ASSESSMENT STANDARDS LEARNING OUTCOMES

• Safety measures when preparing for brazing in the fabrication workshop is described.

• Hazards relating to the brazing process are identified and eliminated in accordance with standard working practices.

• The selection of oxyacetylene gas brazing equipment is verified as specified in the brazing procedure.

• Proper start up and shut down procedures are demonstrated

• Brazing equipment and the work-piece/s are prepared prior to brazing as specified on drawing and working practices.

• The task dimensions and work piece alignment are checked as specified on drawing

• Describe safety measures when preparing for brazing in the fabrication workshop.

• Describe possible hazards relating to the brazing process

• Select and verify oxy-acetylene gas brazing equipment

• Demonstrate proper start up and shut down procedures

• Prepare the brazing equipment as per drawing specifications and working practices

• Prepare the work-piece prior to brazing • Prepare the brazing environment

• Interpret and align task dimensions and work

piece

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety considerations and hazards relating to the brazing process o Selection of brazing equipment o Interpreting task dimensions

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Start up procedures o Preparation of work piece o Alignment of task dimensions and work piece

SUBJECT OUTCOME

6.3 Braze the work-piece/s ASSESSMENT STANDARDS LEARNING OUTCOMES

• The brazing of material is carried out in accordance with work instruction sheet and drawing requirements.

• Safety precautions are applied and adhered to in accordance with Occupational Health and Safety Act (applicable to the brazing process).

• Quality checks are applied on the brazed materials.

• The end product is inspected to ensure it conforms to the job requirement and/or specifications on the drawing.

• Safety hazards including flashbacks are avoided.

• Explain safety hazards associated with brazing including flashbacks

• Adhere to all safety precautions according to workshop requirements and Occupational Health and Safety Act

• Demonstrate the gas brazing process in accordance with work instructions and drawing requirements

• Conduct quality checks • Inspect the end product • Assess conformance of end product with

drawing and job requirements

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ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Safety precautions and safety hazards • The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Gas brazing process o Conducting quality checks o Inspecting end product o Interpreting drawing and job requirements

SUBJECT OUTCOME

6.4 Inspect brazed work-piece for defects and apply quality checks on process. ASSESSMENT STANDARDS LEARNING OUTCOMES

• Weld-defects are identified and corrective action is taken. Range: Defects include excessive slag, rough surface and edges and a rounded top corner

• Identify brazing defects • Take corrective action to rectify defects

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Types of welding defects o Types of corrective action

• The knowledge components of this topic must be integrated with a practical assignment or task which may be demonstrated as a product of the student’s abilities in the following:

o Inspection of welding defects o Taking corrective action

SUBJECT OUTCOME

6.5 Demonstrate care for and storage of brazing equipment ASSESSMENT STANDARDS LEARNING OUTCOMES

• The proper care and storage procedures for gas brazing tools and equipment are explained.

• The gas brazing equipment is dismantled and stored according to manufacturer’s specifications and workshop requirements. Range: Cylinders, hoses, gauges and torches are packed away neatly and safely in accordance with workshop procedures.

• Explain the care and storage procedures for tools and equipment in accordance with work site practices and specifications

• Dismantle gas brazing equipment in accordance with manufacturer’s specifications and requirements.

• Store gas brazing equipment in accordance with manufacturer’s specifications and requirements.

ASSESSMENT TASKS OR ACTIVITIES • Assessment for knowledge components

o Care and storage procedures for tools and equipment • The knowledge components of this topic must be integrated with a practical assignment or task which

may be demonstrated as a product of the student’s abilities in the following: o Dismantling gas brazing equipment o Storing gas brazing equipment

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4 SPECIFICATIONS FOR EXTERNAL ASSESSMENT IN SUBJECT WELDING – LEVEL 2

4.1 Integrated summative assessment task (ISAT)

A compulsory component of the external assessment (ESASS) is the integrated summative assessment task (ISAT). The ISAT draws on the students’ cumulative learning achieved throughout the year. The task requires integrated application of competence and is executed and recorded in compliance with assessment conditions.

Two approaches to the integrated summative assessment task (ISAT) may be as follows:

The students are assigned a task at the beginning of the year which they will have to complete in phases throughout the year to obtain an assessment mark. A final assessment is made at the end of the year when the task is completed.

OR Students achieve the competencies throughout the year but the competencies are assessed cumulatively in a single assessment or examination session at the end of the year. The integrated summative assessment task (ISAT) is set by an externally appointed examiner and is conveyed to colleges in the first quarter of the year.

The integrated assessment approach enables students to be assessed in more than one subject with the same ISAT.

4.2 National Examination A National Examination is conducted annually in October/November by means of a paper(s) set and moderated externally. The following distribution of cognitive application should be followed:

LEVE

L 2 KNOWLEDGE

COMPREHENSION

AND

APPLICATION

ANALYSIS, SYNTHESIS AND EVALUATION

30 % 50 % 20 %