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NATIONAL CERTIFICATES (VOCATIONAL) SUBJECT GUIDELINES ARCHITECTURAL GRAPHICS AND TECHNOLOGY (CAD) NCV Level 4 IMPLEMENTATION: JANUARY 2913

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NATIONAL CERTIFICATES (VOCATIONAL)

SUBJECT GUIDELINES

ARCHITECTURAL GRAPHICS AND TECHNOLOGY (CAD) NCV Level 4

IMPLEMENTATION: JANUARY 2913

ARCHITECTURAL GRAPHICS AND TECHNOLOGY (CAD) LEVEL 4

CONTENTS INTROUCTION

1. DURATION AND TUITION TIME 2. SUBJECT LEVEL FOCUS

3. ASSESSMENT REQUIREMENTS

3.1 Internal assessment

3.2 External assessment

4 WEIGHTED VALUES OF TOPICS

5 CALCULATION OF FINAL MARK

6 PASS REQUIREMENTS 7 SUBJECT AND LEARNING OUTCOMES

7.1 Administration, legislation and regulations

7.2 Staircases and Ladders

7.3 Building plans

7.4 Quantities and costing in a building plan 8. RESOURCE NEEDS FOR THE TEACHING OF ARCHITECTURAL GRAPHICS AND TECHNOLOGY

(CAD) – LEVEL 4

8.1 Physical resources

8.2 Human resources

8.3 Other resources

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 2

INTRODUCTION

A. What is Architectural Graphics and Technology about?

Architectural Graphics and Technology Level 4 introduces students to the administration, legislation and regulations governing the design and construction of structures. Students need to be conversant on the drawing up of a building plan for local authority submission. Students should be able to cost, estimate quantities of materials and labour required for the building work from their drawn up building plan.

B. Why is Architectural Graphics and Technology in the Drawing Office Practice learning programme?

The ability to understand, interpret and produce a building plan for local authority submission. By knowing the administration, legislation and regulations in drawing up a building plan as well as the costing, estimating the quantities of materials.

C. The link between Architectural Graphics and Technology Learning Outcomes and the Critical and Developmental Outcomes

By understanding the administration, legislation and regulations in drawing up a building plan as well as, interpreting and producing a building plan for local authority submission, students will be better equipped to face many of the challenges that would otherwise threaten a small construction business. The importance of teamwork in meeting contractual obligations is an underpinning focus in this subject. Students will also learn the proper way of communicating activities through graphic representation, proper planning, scheduling and resource allocation.

D. Factors that contribute to achieving Learning Outcomes

• Thorough preparation for teaching and learning activities • An environment conducive to teaching and learning through effective student support, motivation,

commitment, a positive attitude and interest in the subject • Student exposure to the construction environment

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 3

1 DURATION AND TUITION TIME

This is a one-year instructional programme comprising 200 teaching and learning hours. The subject may be offered on a part-time basis provided the student meets all the assessment requirements.

Students with special education needs (LSEN) must be catered for in a way that eliminates barriers to learning.

2 SUBJECT LEVEL FOCUS

On completion of this course, the student should understand the administration, legislation and regulations applied in preparing and submitting of a building plan to the local authority, as well as appreciate the obligations and responsibilities of all parties and the need to follow agreed procedures. The student is introduced to the concept of costing, estimating of quantities of materials and labour required for the building work from their drawn up building plan and given simple guidance on quoting for work. Given sufficient drawing office practical experience (probably 18 months), the Level 4 graduate could be expected to draw up building plans and supervise minor projects. Exit Level Outcome 1: Describe the administration and legislation governing design and construction. Associated Assessment Criteria: Administration, legislation and regulations governing the design and construction of structures are identified and explained. Exit Level Outcome 2: Draw a building plan according to scale. Associated Assessment Criteria: A building plan is drawn to scale from a freehand sketch using CAD. Exit Level Outcome 3: Estimate the cost and quantities of material and labour required for a building project. Associated Assessment Criteria: The construction activities, productivity and estimated cost to build a single storey masonry house are determined.

3 ASSESSMENT REQUIREMENTS

3.1 Internal assessment (50 percent)

3.1.1 The theoretical component forms 40 percent of the internal assessment mark.

Internal assessment of the theoretical component in Architectural Graphics and Technology Level 4 takes the form of observation, class questions, group work, informal group competitions with rewards, individual discussions with students, class, topic and semester tests and internal examinations. Lecturers can observe students when marking exercises from the previous day and asking class questions.

Assignments, case studies and tests can be completed at the end of a topic. Tests and internal examinations must form part of the internal assessment.

Theoretical component

3.1.2 The practical component forms 60 percent of the internal assessment mark.

Practical components include applications and exercises. All practical components must be indicated in a Portfolio of Evidence (PoE).

Practical component

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 4

Internal assessment of the practical component in Architectural Graphics and Technology Level 4 takes the form of assignments, practical exercises, case studies and practical examinations in a simulated business environment.

Students may complete practical exercises daily. Assignments and case studies can be completed at the end of a topic. Practical examinations can form part of internal practical assessment.

• Some examples of practical assessments include, but are not limited to:

A. Presentations (lectures, demonstrations, group discussions and activities, practical work, observation, role-play, independent activity, synthesis and evaluation)

B. Exhibitions by students C. Visits undertaken by students based on a structured assignment task D. Research E. Task performance in a “Structured Environment”

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 5

• Definition of the term “Structured Environment”

For the purposes of assessment, “Structured Environment” refers to a simulated workplace or workshop environment. Activities in the simulated workplace or environment must be documented in a logbook with a clear listing of the competencies to be assessed. The following information must be contained in the logbook:

Nature of department or environment in which practical component was achieved Learning Outcomes Activities in the environment with which to achieve the Learning Outcomes Time spent on activities Signature of facilitator or supervisor and student

For the logbook to be regarded as valid evidence, it must be signed by an officially assigned supervisor.

• Evidence in practical assessments

All evidence pertaining to evaluation of practical work must be reflected in the students’ Portfolio of Evidence. The assessment instruments used for the purpose of conducting these assessments must be part of the evidence contained in the PoE.

3.1.3 A year mark out of 100 is calculated by adding the marks of the theoretical component and the practical component of the internal continuous assessment (ICASS).

Processing of internal assessment mark for the year

3.1.4 Internal assessment is subjected to internal and external moderation procedures as set out in the National Examinations Policy for FET College Programmes.

Moderation of internal assessment mark

3.2 External assessment (50 percent) A national examination is conducted annually in October or November by means of a paper(s) set and moderated externally. The practical component will also be assessed.

External assessment details and procedures are set out in the Assessment Guidelines: Architectural Graphics and Technology(CAD) Level 4

4 WEIGHTED VALUES OF TOPICS

TOPICS WEIGHTED VALUE 1. Administration, legislation and regulations 20 2. Staircases and Ladders 20 3. Building plans 40 4. Quantities and costing in a building plan 20

TOTAL 100

5 CALCULATION OF FINAL MARK

Internal assessment mark: Student’s mark/100 x 50 = a mark out of 50 (a) Examination mark: Student’s mark/100 x 50 = a mark out of 50 (b) Final mark: (a) + (b) = a mark out of 100

All marks are systematically processed and accurately recorded to be available as hard copy evidence for, amongst others, reporting, moderation and verification purposes.

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 6

6 PASS REQUIREMENTS

A student must obtain at least 50 percent in ICASS and 50 percent in the examination to achieve a pass in this subject.

7 SUBJECT AND LEARNING OUTCOMES

On completion of Architectural Graphics and Technology (CAD) Level 4, the student should have covered the following topics:

Topic 1: Administration, legislation and regulations Topic 2: Staircases and Ladders Topic 3: Topic 4:

Building plans Quantities and costing in a building plan

7.1 Topic 1: Administration, legislation and regulations

7.1.1 Subject Outcome 1: Identify and explain legislation and regulations governing the design and construction of structures

Learning Outcomes The student should be able to: • Explain the rationale behind building regulations and building legislation in the construction industry

Range: Code of Hammurabi, Great Fire of London 1666, South African Building Regulations and the “National Building Regulations and Building Standards Act 103 of 1977”.

• Explain different acceptance criteria used in the construction industry. Range: “deemed-to-satisfy rules”, “rational design”, “Agreement certificate”

• Explain the “National Building Regulations and Building Standards Act 103 of 1977” applicable to the design and construction of structures.

• List three ways to demonstrate compliance with the "Application of the South African National Building Regulations" Range: construct according to deemed-to-satisfy rules, submit a rational design, and build with a product that has an Agreement certificate.

• Explain the difference between requirements of "Application of the South African National Building Regulations" (SANS 10400) and local bylaws.

• Explain the contractor’s obligation to ensure that all work carried out is compliant with the regulations of local authority.

• Explain the role and power of the local authority to issue a certificate of non-compliance or a demolition order.

• List the requirements of a local authority in terms of Building Regulation A 19 regarding the appointment of persons responsible for design.

• Explain the requirements for a contractor wishing to tender for public sector work. • Explain the role and function of the National Home Builders Registration Council (NHBRC) • Explain the role and function of the South African Council for Architectural Professionals (SACAP) • Define a “Competent Person” in terms of the Housing Consumers Protection Measures Act 95 of 1998. • Describe the appointment and responsibilities of a person competent to provide a site soil classification • Explain the requirement for competent persons to complete a 14 (2) A form/certificate certifying that

his/her design intent has been met on site, in terms of the National Building Standards Act 103 of 1977

7.2 Topic 2: Staircases and Ladders

7.2.1 Subject Outcome 1: Identify, draw and name different staircase components & terminology

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

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Learning Outcomes The student should be able to: • List and explain different staircase related terminologies and their meanings.

Range: including but not limited to: stairwell, stairs; Treads; Going; Nosings; Riser; Rise; Flight; Newels (post); Handrail; Stringer; Wall String; Centre String; Baluster; Balustrade

• List and draw different staircase related components and standard sizes. Range: including but not limited to stairwell, stairs; Treads; Going; Nosings; Riser; Rise; Flight; Newels (post); Handrail; Stringer;Wall String; Centre String; Baluster; Balustrade

• Explain landing area standards and regulations.

7.2.2 Subject Outcome 2: Introduction to Staircase and Ladder design

Learning Outcomes The student should be able to: • Explain the usage of a staircase, stepladder, ladder or a ramp. • Explain different industry staircase standards and table.

Range: including but not limited to: fire escape, one way traffic, two way traffic • Explain different industry ladder standards and table.

• Name and explain the different materials used for stairs and ladders. Range: Steel, Concrete, Timber,

• Name and explain the advantages and disadvantages of different materials used for staircases and ladders. Range: Steel, Concrete, Timber,

• Name and explain different types of footings for staircase. Range: Concrete plinth for steel and timber, reinforced concrete footing, raised with chemical bolt (hygienic design) fire escape vastrap

7.2.3 Subject Outcome 3: Draw and explain different types of Staircases

Learning Outcomes The student should be able to: • Name and explain the advantages and disadvantages of different types of staircase in a design.

Range: Dog leg, Spiral, straight • Draw, dimension and detail a Dog leg staircase to fit in a given area. • Draw, dimension and detail a Spiral staircase to fit in a given area • Draw, dimension and detail a Straight staircase to fit in a given area 7.3 Topic 3: Building plans

7.3.1 Subject Outcome 1: Draw up a building plan according to prescribed scale using CAD

Learning Outcomes The student should be able to: • Describe the proposed requirements for a building plan as derived from rough sketches. • Draw a floor plan layout of a single and double story dwelling according to a scale of 1:100

Range: Design and draw a floor plan layout of a single floor dwelling up to 100 m2

• Determine the area of the floor plan layout expressed as a percentage of the Erf or site area.

to include the following: room titles and floor finishes; all external, internal walls and dimensions (dimensions in millimetres and not in metres); window and door symbols; sanitary fitments – SANS (SABS 0143);window codes and sizes

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

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• Draw a cross section through a double story dwelling from a given floor plan layout according to scale 1:50

Range: Draw a section through the dwelling to indicate the following: roof truss and roof covering; gutter on fascia; roof overhang strip foundation; concrete floor slab; damp-proof courses; damp-proof membrane; hardcore filling; screed; external and internal walls; ground level and finished floor level. Dimension the ceiling height; roof overhang; and the minimum damp- proof course[DPC] distance from the ground level- SANS (SABS 0400)

Specifications and annotations to be included on the cross section: roof truss spacing; centre-to-centre;

type of roof covering; pitch or slope of roof; tile batten or roof sheeting purlins spacing, centre-to-centre;

gutter and downpipes (Aluminium sheet metal, fibre cement or PVC); foundation sizes and strength of

concrete mixture; concrete floor slab thickness; screed thickness; hardcore filling; wall plate, rafter, tie-

beam and web member sizes (struts and ties)

• Draw different elevations of a double story dwelling according to a scale of 1:100 from a given floor plan

Range: Draw views / elevations (North, South, West and East) of the dwelling and indicate the following: windows and doors with sills or steps; ground level (bold thick line); roof with barge boards (only gable ends); title and scale; plinth line; roof wind bracing.

Note: Mirrored views / elevations are not acceptable

• Draw a site plan according to a scale of 1:200

Range: Draw the site plane from the information given(a simulated surveyors diagram), to include true north point; Erf (stand number); street name; distance to and name of the nearest cross road; boundary dimensions; setting out dimensions and building set- backs; sewage and drainage layout as well as municipal connection point; vehicle access; title and scale; proposed or / and existing dwelling (outline only)

• Draw a drainage and sewage layout of a double story dwelling.

Range: Draw the drainage and sewage layout indicating the following: floor level; ground level; sanitary

fittings (symbols); manhole / inspection chamber / rodding eye; waste gulley; vent pipe; invert level;

depth of manhole / inspection chamber / rodding eye; gradient / fall.

Note: The above can be indicated on a drainage table or on the elevations with the following heading: cover / ground level; invert level; depth (this is the difference between cover level and invert level);distance (this is the distance between the manhole / inspection chamber / rodding eye); gradient / fall. Use a scale of 1:100, 1:200 or 1:50

• Draw the domestic electrical installation symbols on a floor plan layout of a double story dwelling according to a scale of 1:100

7.4 Topic 4: Quantities and costing in a building plan

7.4.1 Subject Outcome 1: Estimate construction costs including material, plant and labour for a building plan

Learning Outcomes The student should be able to: • List typical expenses incurred by a small contractor in building a house.

Range: tendering costs, NHBRC registration fees, MBA membership fees, professional indemnity, storage costs, materials, labour, fuel, vehicle repayment costs, electricity, water, insurance, telephone and cell phone, delivery charges, equipment rental, subcontractor costs, depreciation on machinery and vehicles, tool replacement, rubble removal, demolition and rebuilding defective work, UIF, skill training levy, security, bank overdraft fees, bank charges, safety equipment, inspection certificates and toilet rental.

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 9

• Estimate material costs of building a simple single storey masonry house with a pitched timber roof clad with concrete roof tiles.

• Investigate and explain the productivity rates (amount of work that one fit and trained person can do in a day) for different building activities. Range: Digging strip footing foundation trenches in average soil; Mixing concrete, mortar and plaster by hand and by mechanical mixer; Laying stock bricks and face bricks up to one storey in height; Placing concrete with a wheelbarrow and compacting it with a poker vibrator; Plastering walls with a single coat of wood floated cement plaster; Installing concrete roof tiles where only eaves, hips, gable ends and ridges are nailed to battens; Installing ceiling brandering and ceiling boards; Painting masonry with plaster

• List all the construction activities needed to complete the house. Range: geo technical investigation, site clearance, setting out strip footings, excavating foundations, soil poisoning beneath foundations, inspection of foundations, casting foundations, building foundation brickwork, backfilling, soil poisoning beneath surface beds, installing DPM, installing electrical conduits, casting the surface bed, installing DPC and building superstructure walls including window and door frames, erecting the roof, installing above and below ground drainage, installing hot and cold water supply pipes, installing conduits and DB board in masonry, roof structure inspection, installing concrete roof tiles, plastering (no sooner than 28 days after walls are built), installing geyser, installing sanitary ware and plumbing fittings, electrical wiring, installing screeds (no sooner than 28 days after casting surface beds), ceiling brandering and ceilings, hanging doors and glazing, tiling to walls (no sooner than 14 days after plastering), tiling to floors (no sooner than 28 days after screeds have been cast), painting (no sooner than 28 days after walls have been plastered), skirting boards, carpets, light fittings, electrical inspection, rubble removal, cleaning, final inspections, handover and remedy of defects.

8 RESOURCE NEEDS FOR THE TEACHING OF ARCHITECTURAL GRAPHICS AND TECHNOLOGY (CAD) – LEVEL 4

8.1 Physical resources Lecture room(s) equipped with: • A computer room with desk top computers, data projector, printers and plotters (latest technology

recommended) and appropriate computer software for Computer-Aided Drawing (CAD) • Store room for consumables • Suitable venue for experiments • Teaching aids and pre-designed models • Work tables and chairs • Chalkboards • Overhead projector

8.2 Human resources The educator for Architectural Graphics and Technology (CAD) level 4 must be: • A subject matter expert • Competent lecturer • Certificated as an assessor with ETDP SETA • Registered with an ETQA or CETA • A life-long student • In possession of an NQF level 5 teaching qualification • Conversant with OBE methodologies • Instructor qualified in the field of study • Have skills in facilitating learning programmes development • A trade test will be an added advantage

Architectural Graphics and Technology Level 4 (January 2013) National Certificates (Vocational)

Department of Higher Education and Training 10

It is of paramount importance that educators working in this environment attend seminars and upgrading workshops in order to be updated and re-skilled with the latest developments in technology.

8.3 Other resources Funds, from learning provider or funding bodies for the procurement of consumables tools and equipment be readily made available for the effective operation of a workplace involved in a training programme and students individually equipped with necessary tools. 8.4 Learning and teaching materials Learning materials must conform to approved training and industrial standard requirements and articulate to Higher Education.

The following zones should be considered in augmenting the learning material: • Academic • Practical Academic Academic resources required to be in place in this field of learning are: • Literature necessary to address the tasks in the learning material fully • Computer literacy • Learning materials using projection equipment • Promotion of researching information • Educational tours to relevant learning venues • Educational and motivational talks from industry • Visual and audio-visual material. Practical • Workshop manuals and documentation for the theoretical knowledge. • Models and demonstrations