GENERAL EDUCATION AND TRAINING CERTIFICATE

FOR ADULTS

NQF LEVEL 1

SUBJECT STATEMENT

BASIC ENGINEERING CURRICULUM STATEMENT

JULY 2017
CURRICULUM STATEMENT FOR THE GENERAL EDUCATION AND TRAINING
CERTIFICATE FOR ADULTS (GETCA)

Department of Higher Education and Training

123 Francis Baard Street

Private Bag X174

Pretoria 0001

South Africa

Tel: +27 12 312-5911

Fax: +27 12 321-6770

www.dhet.gov.za

© 2017 Department of Higher Education and Training

 GETCA CURRICULUM
BASIC ENGINEERING

Introduction
The purpose of subject, Basic Engineering, is to equip adult students in the Community College sector
with general, foundational discipline-based knowledge, skills and values in support of engineering
technology.

The intention is to cover the needs of students, which are not addressed by other qualifications in South
Africa as an interim qualification. It is expected that adult learners should advance of a National Senior
Certificate for Adults (NASCA) as a form of natural progression. Alternatively, individuals may simply
use the learning contents of this subject as a form of personal development for access to an engineering
occupation.

It therefore seeks to provide “second chance” learning and/or opportunities for adult students who
have had limited or no access to continuing education and training (not in employment, education or
training).

This subject is part of a series of four (4) subjects which leads to the successful completion of the
General Education and Training Certificate for Adults (GETCA) and allows a self-directed student to
access further studies and/or various pathways of progression to meet their aspirational life goals,
whether this is to enter a formal artisan learning programme (learnership at NQF Level 2 or
apprenticeship), the world of work, progress to occupational qualifications, the NASCA learning
programme (NQF Level 4), the chance to obtain a matric-level certificate.

What is Basic Engineering all about?

Basic Engineering is widely applied to all engineering (Civil, Mechanical, Electrical) occupations. The
foundational learning contained within the various trades and occupations in all engineering fields,
generally have the same introductory components. For example: motor mechanics, bricklayers,
plumbers and electricians, must demonstrate the same knowledge and skills in the ability to make
freehand sketches, use measuring, cutting and forming tools including the use of workshop tools - albeit
it in different circumstances.

This subject deals with the various processes involved in making or producing components required in
the three main engineering fields and serves to educate the student in, order to do the following:
 Make students aware of the general fundamental principles of the different engineering trades and
occupations.
 Introduce students to the appropriate subject terminology and concepts.
 Introduce students to the typical engineering workshop environment.
 Familiarize students with occupational safety.
 Familiarize students with the different hand tools and the use thereof.
 Make students familiar with the most important materials and their properties and uses.
 Teach students to understand measuring and the use of measuring instruments
 Help students to experience the subject content meaningfully by teaching, demonstration, videos
and industrial visits.

Why is Basic Engineering important in the General Education and Training Certificate for
Adults’ learning programme?
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Basic Engineering takes creative and visionary ideas and makes it a practical reality. Through the
knowledge and the skills which are implicit in the content, it works alongside science to create new
products and potentially serves as an enabler for the artisan, entrepreneur and engineer alike.

Aims

1. Provide a worthwhile educational experience for all adult students to enable them to acquire
sufficient understanding and knowledge to:
1.1. become confident citizens of South Africa, able to take or develop an informed interest in matters
related to engineering and technology;
1.2. recognise the usefulness, and limitations, of engineering and technology, and to appreciate its
applicability in other disciplines and in everyday life;
1.3. be suitably prepared for further study in related engineering fields.

2. Develop thinking and process skills that:

2.1. are relevant to the study of engineering and technology;
2.2. encourage curiosity about the natural world;
2.3. develop accurate and precise observation;
2.4. are useful in everyday life;
2.5. promote logical and critical thinking and self-reflection;
2.6. promote effective communication.

3. Develop attitudes relevant to engineering and technology such as:

3.1. objectivity;
3.2. integrity;
3.3. creativity;
3.4. perseverance.

4. Stimulate interest in and care for the South African and global environment.

5. Promote an awareness that:

5.1. the study and practice of basic engineering and associated technology are co-operative activities,
which are subject to socio-economic and political influences;
5.2. the applications of science may benefit or harm the individual, the community and/or the
environment;
5.3. if used responsibly, science can enhance meaningful social, political and economic participation.

Exit-Level Outcomes
By the end of this course students should be able to:

1. Understand and use subject-specific knowledge about:

1.1. Basic engineering facts, tools, equipment, applications and functions

1.2. Basic engineering vocabulary, terminology and discourse (language of engineering);
1.3. The process and application of methods and techniques;
1.4. Technological applications with their social, economic and environmental implications.
2. Know and apply subject specific skills, namely:

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2.1 Find, organise, synthesise and communicate information from a variety of sources;
2.2 Translate information from one form to another, e.g. conversion of measurements, specifications
tables to application, text to diagram, etc
2.3 Use numerical and other data in basic engineering and associated technology
2.4 Solve basic problems in familiar contexts;

3. Understand, adopt and apply the values related to the subject, namely:

3.1. use knowledge of engineering and technology effectively and critically, showing responsibility
towards the environment and the health of others;
3.2. make responsible decisions using critical thinking;
3.3. understand, adopt and display the values of ethical methodology and reporting of engineering and
technology practices.

These Exit-Level Outcomes cannot be precisely specified in the syllabus content because questions
testing such skills may be based on novel contexts or information that is unfamiliar to the candidate. In
answering such questions, candidates are required to use principles and concepts that are within the
syllabus and apply them in a logical, reasoned or deductive manner to a novel situation.

Taxonomy and Weighting of Exit-Level Outcomes

Table 1: Topic weighting schedule

TOPICS WEIGHTED VALUE (%)

THEME A - INTRODUCTION TO BASIC ENGINEERING 10.0%

1. Engineering and industry 5

2. Occupational safety 5
THEME B – BASIC ENGINEERING DRAWING 35.0%
3.1 Introduction to engineering drawing 4
3.2 Freehand drawing 5
3.3 Geometric constructions 4
3.4 Dimensioning 3
3.5 Isometric drawings 7
3.6 First angle orthographic drawings 6
3.7 Developments (for fabrication) 6
THEME C – BASIC ENGINEERING (THEORY AND PRACTICE) 35.0%

4. Materials 5

5. Basic hand tools 8

6. Measuring and measuring instruments 8

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7. Fasteners and adhesives 5
8. Power tools 8
9. Lubrication and Cooling 3
SUB-TOTAL 35%
THEME D - BASIC ELECTRICAL ENGINEERING 20%

19. Electrical engineering (Basic circuits) 10

20. Electrical engineering (Light current) 10

TOTAL 100%

TOPICS WEIGHTED
VALUE (%)

THEME A - INTRODUCTION TO BASIC

10.0%
ENGINEERING
1. Engineering and industry 5
2. Occupational safety 5
THEME B – BASIC ENGINEERING DRAWING 35.0%
3.1 Introduction to engineering drawing 4
3.2 Freehand drawing 5
3.3 Geometric constructions 4
3.4 Dimensioning 3
3.5 Isometric drawings 7
3.6 First angle orthographic drawings 6
3.7 Developments (for fabrication) 6
THEME C – BASIC ENGINEERING (THEORY AND
35.0%
PRACTICE)
4. Materials 5
5. Basic hand tools 8
6. Measuring and measuring instruments 8
7. Fasteners and adhesives 5
8. Power tools 8
9. Lubrication and Cooling 3
SUB-TOTAL 35%

THEME D - BASIC ELECTRICAL ENGINEERING 20%

19. Electrical engineering (Basic circuits) 10

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 20. Electrical engineering (Light current) 10
TOTAL 100%

Content weighting (Taxonomy per Theme)

THEME A – INTRODUCTION TO ENGINEERING INDUSTRY

Recall Understanding Application Analyse Synthesise Evaluate
Routine Diagnostic Strategic Interpret Create
Lower
Middle Order Higher Order
Order
50% 40% 10%

THEME B – ENGINEERING DRAWING

Recall Understanding Application Analyse Synthesise Evaluate
Routine Diagnostic Strategic Interpret Create
Lower
Middle Order Higher Order
Order
10% 45% 45%

THEME C –BASIC ENGINEERING (THEORY & PRACTICE)

Recall Understanding Application Analyse Synthesise Evaluate
Routine Diagnostic Strategic Interpret Create
Lower
Middle Order Higher Order
Order
50% 40% 10%

THEME D – BASIC ELCTRICAL ENGINEERING

Recall Understanding Application Analyse Synthesise Evaluate
Routine Diagnostic Strategic Interpret Create
Lower
Middle Order Higher Order
Order
30% 40% 30%

NB: This weighting for assessment should guide the approach to teaching in Basic Engineering.
The knowledge will be learnt purposefully during the development of hand skills in tandem. For
example, learners will investigate relevant knowledge aspects, and will recognize relationships
between it and the world of work.

The taxonomies which are tabulated above, also serve to inform the developer of assessments
relevant to the applicable theme.
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 Structure, duration and tuition time

Structure
This subject will form part of a one-year instructional programme comprising 300 teaching and
learning hours. The subject may be offered on a part-time basis provided the student meets all the
assessment requirements.

Topic weighting and time allocation

Total
WEIGHTED Theory Practical
TOPICS Duration
VALUE (%) (hrs) (hrs)
(hrs)
THEME A - INTRODUCTION TO BASIC
10.0%
ENGINEERING 30
1. Engineering and industry 5 15 15 0.0
2. Occupational safety 5 15 6 9.0
THEME B – BASIC ENGINEERING DRAWING 35.0% 105
3.1 Introduction to engineering drawing 4 12.0 2.4 9.6
3.2 Freehand drawing 5 15.0 3.0 12.0
3.3 Geometric constructions 4 12.0 2.4 9.6
3.4 Dimensioning 3 9.0 1.8 7.2
3.5 Isometric drawings 7 21.0 4.2 16.8
3.6 First angle orthographic drawings 6 18.0 3.6 14.4
3.7 Developments (for fabrication) 6 18.0 3.6 14.4
THEME C – BASIC ENGINEERING (THEORY AND
35.0% 105
PRACTICE)
4. Materials 5 15.00 15.00 0.0
5. Basic hand tools 8 22.50 13.50 15.8
6. Measuring and measuring instruments 8 22.50 13.50 15.8
7. Fasteners and adhesives 5 15.00 9.00 10.5
8. Power tools 8 22.50 13.50 9.0
9. Lubrication and Cooling 3 7.50 4.50 0.0
SUB-TOTAL 35%

THEME D - BASIC ELECTRICAL ENGINEERING 20% 60

19. Electrical engineering (Basic circuits) 10 30 18 12.0

20. Electrical engineering (Light current) 10 30 18 12.0

TOTAL 100%

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Scheme of Assessment

The scheme of assessment for the subject Basic Engineering, will comprise an internal mark, collated
over the first three (3) terms of the year and an external mark obtained through an external assessment
(final examination) in term 4 – in a typical South African school calendar year.
It must be noted that this subject may be offered on a part-time basis provided the student meets all the
assessment requirements.
It is envisioned that the structure of the GETCA will accommodate a variety of learning delivery
options- face-to-face, distance as well as the possibility of private tuition and self-study, for example,
through electronic technology-assisted teaching. Full- time and part-time study can be accommodated
by the qualification structure and design.
Similarly, students with special education needs (LSEN) will be catered for, in a way that eliminates
barriers to learning.
Due to this broad cross section of the adult and NEET student community, it is deemed necessary to
“deviate” somewhat, from the rigorous continuous assessment regime imposed within the mainstream
education system.

See the table below, which depicts the assessment schedule over one (1) school calendar year.
TERM 1 TERM 2 TERM 3 TERM 4
Theme A and B Remainder Theme B + Theme D Coverage of curriculum
Introduction to Engineering Theme C Basic Electrical Engineering shortfall/s
Industry, Basic Engineering Basic Engineering (Theory Develop a final practical
Drawing and Practice) assignment for submission
and Revision/Exam
Preparation
Final Practical Mark
Internal Assessment Internal Assessment Internal Assessment (Internal) +
(Term Assessment + (Term Assessment + (Term Assessment +
Practical Assignment) Practical Assignment) Practical Assignment) External Assessment

Internal Paper 1 Internal Paper 2A (Eng. Internal Paper 3A (Theory) Internal Practical 4A
Drawing) + + (Theory) +
Internal Paper 2B (Theory) Internal Practical 3B External Examination Paper
+ 1 (Eng. Draw) 4B Paper 2
Internal Practical 2C (Theory) 4C

NB: Treat 4A as part of

external assessment score

Internal assessment [50 percent = TH-40/PRAC-60]

Theoretical component

The theoretical component forms a maximum 40 percent of the total end-of-term assessment scores
over 3 typical South African school terms. Internal assessment of the theoretical component in Basic
Engineering must take the form of an end of term test, so that independent students

Please note that assignments, case studies and tests may still be completed at the end of every topic by
lecturers in the face-to-face format.

However, the end-of-term tests should be the ONLY source of collation of the internal assessment score
for an applicable term – as an equitable system which takes the independent student into account.

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Practical component

The practical component forms a maximum 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).

Internal assessment of the practical component in Basic Engineering takes the form of a non-skills
based assignment in Term One (1). Thereafter, the practical component in Term 2 and Term 3, MUST be
skills based and the product of the student’s abilities.

After Term 1, 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 for Term 1, may include:

A. Presentations (lectures, demonstrations, group discussions and activities, practical project work,
observation, role-play, independent activity, synthesis and evaluation)
B. Exhibitions by students
C. Visits undertaken by students based on a structured assignment task – Critical during Theme A.
D. Research

Some examples of practical assessments for Term 2 and 3, may include:

A. Practical project work
B. Task performance in a “Structured Environment”

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 student’s Portfolio of
Evidence. Assessment instruments used for conducting these assessments must be part of the evidence
contained in the PoE.

3.1.1.Processing of internal assessment mark for the year

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).

3.1.2.Moderation of internal assessment mark

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

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3.1 External assessment (50 percent)
A national examination (Theory) is conducted annually in October or November by means of the
paper(s) set and moderated externally.
The national examination must include a practical assessment which may be submitted and assessed
internally. The assessment score of the final practical assessment may then be added to the external
examination score/s.

Structure of the Examination Papers

A PRACTICAL PROJECT of total 100 marks, must be submitted for internal marking (timeously) during
Term 4
A national examination is conducted annually in October or November by means of the TWO papers set
and moderated externally.
The final examination will comprise TWO EXAMINATION PAPERS:
 Paper 1: Basic Engineering Drawing (3 hours) – 100 marks
 Paper 2: Basic Engineering Theory (3 hours) – 100 marks

Total
WEIGHTED Theory Practical
TOPICS Duration
VALUE (%) (hrs) (hrs)
(hrs)
THEME A - INTRODUCTION TO BASIC
10.0%
ENGINEERING 30
1. Engineering and industry 5 15 15 0.0
2. Occupational safety 5 15 6 9.0
THEME B – BASIC ENGINEERING DRAWING 35.0% 105
3.1 Introduction to engineering drawing 4 12.0 2.4 9.6
3.2 Freehand drawing 5 15.0 3.0 12.0
3.3 Geometric constructions 4 12.0 2.4 9.6
3.4 Dimensioning 3 9.0 1.8 7.2
3.5 Isometric drawings 7 21.0 4.2 16.8
3.6 First angle orthographic drawings 6 18.0 3.6 14.4
3.7 Developments (for fabrication) 6 18.0 3.6 14.4
THEME C – BASIC ENGINEERING (THEORY AND
35.0% 105
PRACTICE)
4. Materials 5 15.00 15.00 0.0
5. Basic hand tools 8 22.50 13.50 15.8
6. Measuring and measuring instruments 8 22.50 13.50 15.8
7. Fasteners and adhesives 5 15.00 9.00 10.5
8. Power tools 8 22.50 13.50 9.0

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 9. Lubrication and Cooling 3 7.50 4.50 0.0
SUB-TOTAL 35%

THEME D - BASIC ELECTRICAL ENGINEERING 20% 60

19. Electrical engineering (Basic circuits) 10 30 18 12.0

20. Electrical engineering (Light current) 10 30 18 12.0

TOTAL 100%

Calculation of final mark

Internal assessment mark: Student’s mark (Term 1 + Term 2 + Term 3)/100 x 50 = a mark out of
50 (a)
Examination mark: Student’s mark [Term 4 PAT + Final Exam (2 Papers)]/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, and moderation and verification purposes.

Guidelines for Lecturers and Materials Developers

Typical students entering this programme may include students from the following
categories:

 Learners who are enrolled at a public or independent school which is registered as a

Community Education and Training College (CETC)
 Leaners who are learning through other modes of education (such as home education) as
referred to in the National Education Policy Act, 1996 (Act No. 27 of 1996) and the South
African Schools Act, 1996 (Act No. 84 of 1996).
 Adult learners not wishing to enrol for this subject at a formal learning institution, and who
are studying independently, and who intend sitting for examinations (after registration at
an examination centre at an accredited institution.

Note: Learners with special education needs will be considered for registration in accordance
with White Paper 6 on Special Needs Education: Building an Inclusive Education and Training
System (2001).

The curriculum and student needs

A person studying the subject of basic engineering will be someone with a keen interest in
understanding the foundational learning required for access into the listed trades.
It is important to establish good practice in the application of the knowledge – hence it is
necessary to play around with the integration of themes, to produce suitable activities which,
allow for the manifestation of practical skills acquisition.

This means that the student will not only be interested in communicating effectively in the
written and graphic form, but should mainly be interested in being “hands on”. This subject
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intends to present the student with a practical component but allows for various learning
styles and caters to learners with a variety of non-written abilities. Artwork contained in each
section should include illustrations of “how to” hold and use the various items of tools and
equipment – in the theme: Basic Mechanical Engineering (Theory and Practice)

A guideline to lecturers

The learning materials for this subject needs to be well structured, methodical and must
include good graphic and illustrative content. It is imperative that the basics of engineering
drawing and engineering theory and practice, as well as electrical engineering are taught in the
sequence depicted in this curriculum and assessment guideline. Integration across themes is to
encouraged.

It is important to make sure that the practical components can be carried out with the
minimum materials. Due consideration must be given to institutions in the rural and under-
developed parts of South Africa.
Basic Electrical engineering will require a few basic electrical components which will not
require excessive expenditure. Use of waste materials for the practical assessment tasks
(PATs), is to be encouraged in the interest of economy and the need to recycle.

Theoretical knowledge forms the basis towards carrying out the practical assessment tasks
(PATs) and for answering comprehension type questions and exams. A student studying Basic
Engineering needs to be committed and must work methodically through the steps of the
process for each of the components. Creativity and problem solving skills must be developed.

Suggestions and strategies for best teaching practice

As the name of the subject (Basic Engineering), implies, the content is “basic”. An
understanding of the engineering materials, various tools and equipment required – is at an
elementary level of “identification”, “understanding” the application (uses) and “safe use” –
mainly theoretical.

However, it is important to establish good practice in the application of the knowledge – hence
it is necessary to “play around” with the integration of themes, to produce suitable activities
which, allow the manifestation of practical skills acquisition.

Guidelines for Practical / Activities

It is important to make sure that the practical components can be carried out with the
minimum materials. Due consideration must be given to institutions in the rural and under-
developed parts of South Africa.
Basic Electrical engineering will require a few basic electrical components which will not
require excessive expenditure, use of waste materials for the practical assessment tasks
(PATs), is to be encouraged in the interest of economy and the need to recycle.

Theoretical knowledge forms the basis towards carrying out the practical assessment tasks
(PATs) and for answering comprehension type questions and for the final assessment at the
end of the learning programme. A student studying Basic Engineering needs to be committed

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and must work methodically through the steps of the process for each of the components.
Creativity and problem solving skills must be developed.

Assumptions about Prior Knowledge and Skills

Prior knowledge needed for this subject is sound literacy and numeracy skills and students
should:

 Demonstrate competence in communication and numeracy skills at Education and Training

(AET) 3 or equivalent. Such competence, must be proven through a readiness
test/placement assessment for entry into study for the GETCA.
 Demonstrate competence in communication and numeracy skills at AET 3 through a
recognition of prior learning process, subject to the enforcement of quality assurance
measures by the relevant assessment body, and in compliance with the recognition of prior
learning policy developed by Umalusi as contemplated in section 27 of the National
Qualifications Framework Act (Act No. 67 of 2008).
 Learners with special education needs will be considered for registration in accordance
with White Paper 6 on Special Needs Education: Building an Inclusive Education and
Training System (2001).
 Demonstrate competence in communication and numeracy skills at Education and Training
(AET) 3 or equivalent – through RPL, where applicable.

BASIC ENGINEERING (NQF LEVEL 1): Content Structure

THEME A – BASIC INTRODUCTION TO ENGINEERING INDUSTRIES (THE WORLD OF WORK)

Topic Heading Topic (with Approximate Instructional Time)
1. Engineering industries 1.1. Orientation to the world of work (1 hour)
(15 hours) 1.2. Introduction to the Civil Engineering and Construction Industry (1
hour)
1.3. Introduction to the Mechanical Engineering Industry (1 hour)
1.4. Introduction to the Electrical Engineering Industry (1 hours)
1.5. Preparation – task assignment (11 hours)
2. Occupational Health and 2.1. Introduction to safety ( 0.5 hours)
Safety (15 hours) 2.2. Fire prevention and protection (0.5 hours)
2.3. First Aid (0.5 hours)
2.4. Injuries and treatment (0.5 hours)
2.5. Preparation – task assignment (13 hours)

THEME B – BASIC ENGINEERING DRAWING

3.1.1 Drawing as language (0.5 hours)
3.1 Introduction to 3.1.2 Equipment and instruments (0.5 hours)
engineering drawing (12 3.1.3 Alphabet of lines (0.5 hours)
hours) 3.1.4 Printing, Lettering and figuring (1.5 hours)
3.1.5 Drawings - class assignments (7 hours)
3.2.1. Basic movement (1 hour)
3.2 Freehand sketches (15 3.2.2. Techniques (1 hour)
hours) 3.2.3. Proportion (0.5 hour)
3.2.4. Drawings - class assignments (12.5 hours)
3.3 Geometric construction 3.3.1 Geometric concepts (0.5 hour)
and drawing practice 3.3.2 Bisecting a lines, arcs and angles (includes parallel lines) (4 hours)
(12 hours) 3.3.3 Drawing a perpendicular (1 hour)
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 3.3.4 Construction of plane figures (3 hours)
3.3.5 Drawings - class assignments (3.5 hours)

3.4.1 Dimensioning according to SABS-0111 (1.5 hours)

3.4 Dimensioning (9 hours) 3.4.2 Drawings - class assignments (7.5 hours) – integrated into next
topics
3.5.1 Freehand isometric drawings (3 hours)
3.5 Isometric drawing (21
3.5.1 Method of isometric drawing using instruments (3 hours)
hours)
3.5.2 Drawings - class assignments (15 hours)
3.6.1 Cognitive experiments (2 hours)
3.6.2 Principles of projection and the projection symbol (2 hours)
3.6 First angle orthographic
3.6.3 Rectilinear shaped objects (2.5 hours)
projection (18 hours)
3.6.4 Prisms (2 hours)
3.6.5 Drawings - class assignments (9.5 hours)
3.7.1 Cylindrical pipe development (2 hours)
3.7 Development drawing 3.7.2 Hexagonal pipe development (2 hours)
(for fabrication) (18 3.7.3 Cylindrical pipe elbow development (2 hours)
hours) 3.7.4 Drawings - class assignments (6 hours)
3.7.5 Prepare for drawing test – overall theme (6 hours)
THEME C– BASIC ENGINEERING (THEORY AND PRACTICE)
4.1 Metals (Ferrous and non-ferrous) (2 hours)
4.2 Chemical corrosion (1.5 hours)
4 Materials (15 hours)
4.3 Non-metals (1.5 hours)
4.4 Classroom and study assignment (10 hours)
5.1 Hammers (1 hours)
5.2 Saws (0.5 hours)
5.3 Hand files (1 hours)
5.4 The spirit level (0.5 hours)
5 Hand tools (22.5 hours) 5.5 Screw drivers (0.5 hours)
5.6 Chisels (1 hours)
5.7 Pliers (1 hour)
5.8 Spanners (1 hour)
5.9 Classroom and study assignment with workshop task (15.5 hours)
6.1 Steel rule / Ruler (0.5 hours)
6.2 Tape measure (0.5 hours)
6 Measuring instruments 6.3 The Vernier calliper (2 hours)
(22.5 hours) 6.4 Electrical measuring instruments (2 hours)
6.5 Classroom assignment (5 hours)
6.6 Classroom and study assignment with workshop task (12.5 hours)
7.1 Adhesives (0.5 hours)
7 Fasteners and adhesives 7.2 Welding (arc-, gas-), soldering (0.5 hours)
(15 hours) 7.3 Fasteners (Nuts and bolts, Rivets, Nails and screws) (1.5 hours)
7.4 Classroom and study assignment with workshop task (12.5 hours)
8.1 Safety during the use of power tools (1 hour)
8.2 Drilling machine (2 hours)
8.3 Jigsaw (2 hours)
8 Power tools (22.5 hours) 8.4 Skill-saw (2 hours)
8.5 The angle grinder (2 hours)
8.6 Maintaining of power tools (2 hours)
8.7 Classroom and study assignment with workshop task (11.5 hours)
9.1 The importance of lubrication (0.5 hours)
9.2 Reasons for lubrication (0.5 hours)
9 Lubrication and Cooling
9.3 The importance of cooling (0.5 hours)
(7.5 hours)
9.4 Reasons for cooling (0.5 hours)
9.5 Classroom and study assignment with workshop task (5.5 hours)
THEME D – BASIC ELECTRICAL ENGINEERING

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 10.1 Basic electrical 10.1.1 Component symbols (5 hours)
circuits (30 hours) 10.1.2 Draw and construct simple circuits (10 hours)
10.1.3 Classroom and study assignment with workshop task (15 hours)
10.2.1 Light current symbols (5 hours)
10.2 Electrical systems and
10.2.2 Draw and construct simple AND light current circuits (10hours)
control (light current) (30
10.2.3 Draw and construct simple OR light current circuits (10 hours)
hours)
10.2.4 Classroom and study assignment with workshop task (10 hours)

THEME A: BASIC INTRODUCTION TO THE ENGINEERING

INDUSTRY

Overview
This theme is intended so that by the end of this learning process, students are able to:
 Demonstrate an understanding of the world of work
 Discuss the different engineering sub-fields and their related occupational opportunities
for advancement
 Contextualise the importance of occupational safety and understand the legislative
background.
 Submit an assignment and conduct a theoretical test on the Engineering Industry and the
relevance of Occupational Safety in this environment.

1.1. Topic outcome: Orientation to the world of work

Content:
THEME A – BASIC INTRODUCTION TO ENGINEERING INDUSTRIES (THE WORLD OF WORK)
Topic Heading Topic (with Approximate Instructional Time)
3. Engineering industries 3.1. Orientation to the world of work (1 hour)
(15 hours) 3.2. Introduction to the Civil Engineering and Construction Industry (1
hour)
3.3. Introduction to the Mechanical Engineering Industry (1 hour)
3.4. Introduction to the Electrical Engineering Industry (1 hours)
3.5. Preparation – task assignment (11 hours)
4. Occupational Health and 4.1. Introduction to safety ( 0.5 hours)
Safety (15 hours) 4.2. Fire prevention and protection (0.5 hours)
4.3. First Aid (0.5 hours)
4.4. Injuries and treatment (0.5 hours)
4.5. Preparation – task assignment (13 hours)

Learning Outcomes:
Students should be able to:
1.1.1. Explain and discuss the world of work.
1.1.2. Discuss and explain the comparative differences between the manufacturing sector and
the maintenance (services) sector in terms of the engineering industry

14
1.1.3. Explain the working conditions typically associated in various industry contexts
(chemical industries, manufacturing, mining, transport, food and beverage industries,
etc.)
1.1.4. Explain and discuss occupational safety and the current legislative context.
1.1.5. Explain and discuss the need to care for tools and the role of asset management concepts
(storekeeping, etc.)

1.2. Topic outcome: Introduction to the Civil Engineering and

Construction Industry
Content:
Content for this topic includes: The Civil Engineering and Construction Industry and its
functions
Typical artisanal functions include bricklaying, roofing, plastering, painting, carpentry,
plumbing and tiling.
Excursions to construction sites and interviews with architects and engineers are
recommended

Learning Outcomes:
Students should be able to:
1.2.1. Describe the Civil Engineering and Construction Industry and its various occupational
levels from unskilled, semi-skilled, artisanal, managerial and professional occupations.
1.2.2. Describe and explain the various artisanal functions within the civil engineering and
construction industry.

1.3. Topic outcome: Introduction to the Electrical Engineering Industry

Content:
 The content for this topic includes the electrical engineering industry and its functions.
 Typically, artisanal functions include Elconops level workers (semi-skilled electricians),
Armature winding, Electronics, Auto electrical, electricians, installation electricians
(wiremen), authorised inspectors, managers, professional engineers and design draughts-
personnel.
 Excursions to construction sites and interviews with architects and electrical engineers are
recommended.

Learning Outcomes:
Students should be able to:
1.3.1. Explain and discuss the different contexts and environments represented by the
electrical engineering industry (Domestic, Industrial, Automation, Robotics, Heavy
Current, Light Current, Generation, Transmission, Distribution of Power)
1.3.2. Demonstrate an understanding of the human functions within the Electrical Industry
(Armature winding, Electrical, Electronics, Auto electrical).

15
1.4. Topic outcome: Introduction to the Mechanical Engineering Industry

Content:
 The content for this topic includes the mechanical engineering industry and its functions.
 Typically, artisanal functions include semi-skilled operators, toolmakers, fitter and turners,
boilermakers, sheet metal-workers, welders, coded welders, blacksmiths, foundry
personnel (eg. moulders), supervisors, managers, professional engineers and design
draughts-personnel.
 Excursions to various manufacturing and engineering sites and interviews with
engineering professionals are recommended.

Learning Outcomes:
Students should be able to:
1.4.1. The Mechanical Engineering Industry (Heavy and Light Industries)
1.4.2. Human functions within the Mechanical Industry (Fitting, Welding, Motor Mechanic,
Sheet metal work)

2. Occupational Health and Safety

Overview
2.1. Topic outcome: Introduction to safety

Content:
 Explain and discuss the basic philosophy to accident prevention and the legislative context
of safety
 Explain what is meant by the concept of housekeeping and its relationship with
occupational safety
 Explain and describe various types of safety guards on machines and within the confines of
a typical factory (electrical, mechanical and personal guarding and fences).
 A site visit which includes a “mock” inspection of premises is suggested. This should
accompany an investigative report or assignment.
Learning Outcomes:
Students should be able to:
2.1.1. Recall the basic philosophy to accident prevention.
2.1.2. Explain and describe various types of preventative measures associated with machine
guarding, grinding wheels,
2.1.3. Briefly describe the objectives of an occupational safety programme and the purpose of
Personal Protective Equipment (PPE).
2.1.4. Explain what is meant by the concept of housekeeping and its relationship with
occupational safety
2.1.5. Explain and describe various types of safety guards on machines and within the
confines of a typical factory (electrical, mechanical and personal guarding and fences).

16
2.2. Topic outcome: Fire prevention and protection

Content:
The content for this topic includes: elements of fire (“fire triangle”), the main causes of a fire
and the use of fire extinguishers and various applications. Includes: definition, types, typical
safety symbolic signs.
A research assignment on the cause of fires or on the local history of fire events in the
neighbourhood – linked with a visit to a typical fire station – is recommended.
In addition to this, an assessment questionnaire or worksheet on the subject can affirm the
learning content of this topic.

Learning Outcomes:
Students should be able to:
2.2.1. Discuss the three important elements of fire (“fire triangle”)
2.2.2. Describe the main causes of a fire
2.2.3. Identify a range of fire extinguishers and describe their applications
2.2.4. Identify symbolic safety signs associated with fire prevention.

2.3. Topic outcome: First Aid

Content:
The content of this topic includes the basic rules of first aid. An assessment questionnaire or
worksheet on the subject can affirm the learning content of this topic.
Learning Outcomes:
Students should be able to:
2.3.1. Demonstrate an understanding of the basic rules of first aid

2.4. Topic outcome: Injuries and treatment

Content:
The content range for this topic includes: Burns; Fractures; Cuts; Electric shock;
Unconsciousness and Resuscitation

Learning Outcomes:
Students should be able to:
2.4.1. Identify and describe burns in terms of its definition, types of burns, levels of severity
and general treatment.
2.4.2. Identify and describe fractures in terms of its definition, types and general treatment.
2.4.3. Identify and describe cuts in terms of its definition, types and general treatment.

17
2.4.4. Identify and describe electric shock in terms of its typical precautions, treatment and
safety measures
2.4.5. Identify and describe unconsciousness and resuscitation in terms of definition, general
methods of treatment.

THEME B: BASIC ENGINEERING DRAWING

1. Introduction

Overview
This theme is intended so that by the end of this learning process, students can:

 Be able to produce, read and interpret elementary engineering drawings

 Be equipped with knowledge and skill in engineering drawing so that he/she will be able to produce
drawings with emphasis on the following elements:
o Correctness
o Line-work
o Speed
o Accuracy
o Balanced layout and neatness

 Be equipped with knowledge and skills concerning the following subject content:
o Introduction to drawing, equipment and instruments, line-work and application, printing,
freehand drawing, geometric construction, dimensioning, isometric drawings, first angle
orthographic projection and basic development drawings for fabrication
 Submit a series of engineering drawings as a practical assignment and conduct an Engineering Drawing
test (under time constraints).

2. Rationale for Content Selection

Engineering drawing plays an important role in engineering. It serves as a language and a

means of communication. Every consumer product, namely: a bottle of hair shampoo, a table or
chair, household appliance (kettle, stove, television set, etc.) or a motor vehicle starts off as a
rough sketch and changes over time into a formal engineering drawing.
Engineering drawing is the basis of engineering and students engaging in this subject can:
 Identify the function of engineering drawing in the engineering industry;
 Interpret engineering drawing as an accurate and meaningful manner of communication,
since drawing is the language used in the engineering industry.

The student must develop insight and spatial perception to perceive three-dimensional objects
from two-dimensional representations.

At the same time, it is expected that lecturers convey the subject content in such manner that it
will awaken appreciation in the student for this subject.

18
The lecturer must integrate the students’ overall training and support the teaching and
learning process across other subjects in this learning programme.

3. Engineering Drawing Content Structure

THEME B – BASIC ENGINEERING DRAWING

3.2.1 Drawing as language (0.5 hours)
3.2 Introduction to 3.2.2 Equipment and instruments (0.5 hours)
engineering drawing (12 3.2.3 Alphabet of lines (0.5 hours)
hours) 3.2.4 Printing, Lettering and figuring (1.5 hours)
3.2.5 Drawings - class assignments (7 hours)
3.2.5. Basic movement (1 hour)
3.5 Freehand sketches (15 3.2.6. Techniques (1 hour)
hours) 3.2.7. Proportion (0.5 hour)
3.2.8. Drawings - class assignments (12.5 hours)
3.6.1 Geometric concepts (0.5 hour)
3.6 Geometric construction 3.6.2 Bisecting a lines, arcs and angles (includes parallel lines) (4 hours)
and drawing practice 3.6.3 Drawing a perpendicular (1 hour)
(12 hours) 3.6.4 Construction of plane figures (3 hours)
3.6.5 Drawings - class assignments (3.5 hours)
3.5.2 Dimensioning per SABS-0111 (1.5 hours)
3.7 Dimensioning (9 hours) 3.5.3 Drawings - class assignments (7.5 hours) – integrated into next
topics
3.6.1 Freehand isometric drawings (3 hours)
3.6 Isometric drawing (21
3.6.6 Method of isometric drawing using instruments (3 hours)
hours)
3.6.7 Drawings - class assignments (15 hours)
3.7.1 Cognitive experiments (2 hours)
3.7.2 Principles of projection and the projection symbol (2 hours)
3.7 First angle orthographic
3.7.3 Rectilinear shaped objects (2.5 hours)
projection (18 hours)
3.7.4 Prisms (2 hours)
3.7.5 Drawings - class assignments (9.5 hours)
3.8.1 Cylindrical pipe development (2 hours)
3.8 Development drawing 3.8.2 Hexagonal pipe development (2 hours)
(for fabrication) (18 3.8.3 Cylindrical pipe elbow development (2 hours)
hours) 3.8.4 Drawings - class assignments (6 hours)
3.8.5 Prepare for drawing test – overall theme (6 hours)

Topic 3: Engineering Drawing

3.1 Topic Outcome: Explain and discuss the nature and purpose of
engineering drawing
Content:
The content range comprises:
 Line types which include: construction, outline, dashed and centre/axis lines
 Dimensioning and lettering and figuring includes: printing standard according to SABS-0111 – done
in pencil, neatly executed to improve the quality of the drawing. Dimensioning must be performed
on plane figures (triangle, square,hexagon, octagon, parallelogram, circle)
 Drawing instruments which include: Drawing board; Drawing paper, Clips/Masking tape, Clutch
pencil, Eraser, Protractor, Set squares (45®/30®/60®), Compass, Duster ( soft cloth ), T- square.
 Facilitators must assist the student by demonstrating the basic movements associated with printing
and lettering
 All printing must be performed according to SABS 0-111

19
Learning Outcomes:
3.1.1 Discuss the reasons why engineering drawing is a language or a tool of communication in the
field of engineering.
3.1.2 Explain what is meant by the alphabet of lines
3.1.3 Explain the importance and what is meant by lettering and figuring
3.1.4 Explain the importance and apply dimensioning methods per SABS-0111
3.1.5 Demonstrate an understanding of the concept of “perception” and where it is used
3.1.6 Identify the various drawing instruments correctly
3.1.7 Explain the function of the various engineering drawing instruments
3.1.8 Apply the various engineering drawing instruments correctly
3.1.9 Identify the engineering drawing lines correctly
3.1.10 Apply engineering drawing lines in a typical engineering drawing correctly and per SABS 0-111
(recent version), using drawing instruments
3.1.11 Perform printing of lettering and figuring identify the engineering drawing lines correctly
3.1.12 Apply engineering drawing lines in a typical engineering drawing correctly and per SABS 0-111
(recent version).

3.2 Topic Outcome: Produce freehand drawings (sketches)

Content:
 Facilitators must assist the student by demonstrating the basic movements and techniques
associated with freehand drawing.
 Freehand sketches include sketches of a pliers, claw hammer, ball pein hammer, tin snips, wood
chisel, hexagonal nut
 All freehand drawings are to be performed in proportion to the sample given.

Learning Outcomes:
3.2.1 Use the basic movements associated with freehand drawing, correctly
3.2.2 Produce a freehand drawing of an item (or items) using an appropriate technique

3.3 Topic Outcome: Draw geometric constructions

Content:
 Lines: Geometric constructions comprise bisecting lines and angles, the striking of perpendicular
lines (erection, dropping a perpendicular from a point above a line), dividing a line into equal parts,
drawing of parallel lines,blending of arcs and lines
 Figures and shapes: plane figures, triangles, square, hexagon, octagon, parallelogram, circles
 Angles: right angles, obtuse angles, acute angles

Learning Outcomes:
3.3.1 Perform the geometric construction of various lines and angles, correctly and per the range
statement.
3.3.2 Perform the geometric construction of the various figures and shapes, correctly and per the
range statement.
3.3.3 Perform the geometric construction of the various angle-types, correctly and per the range
statement

3.4 Topic Outcome: Dimensioning

Content Range:
 Lines and Dimensioning and lettering and figuring includes: printing standard according to SABS-
0111 – done

20
Learning Outcomes:
3.4.1 Insert dimensioning into a given drawing/s correctly and per requirements set out in SABS-
0111

3.5 Topic Outcome: Produce isometric engineering drawings

Content:
 All drawings (when using drawing instruments) must be performed according to SABS-0111
 Isometric drawings at this level, must not include circular holes. Only rectilinear slots, steps and
recesses are allowed for assesssment.
 Assessment must include the drawing of isometric projections from a known first angle
orthographic projection

Learning Outcomes:
3.5.1 Produce isometric engineering drawings of rectilinear objects using freehand method on square
grid paper and with the aid of drawing instruments. Hidden detail or rounded shapes and holes
are not required
3.5.2 Produce isometric engineering drawings of prisms using freehand method on square grid paper
and with the aid of drawing instruments. Hidden detail is not required. Hidden detail or
rounded shapes and holes are not required

3.6 Topic Outcome: Produce first angle orthographic projections

Content:
The content range includes:
 All drawings to be performed according to SABS-0111
 A model which serves to explain the principals of projection (the planes model must be used)
 Assessment must include the drawing of:
o a first angle orthographic projection from a known isometric projection. Hidden detail is
not required
o Using drawing intruments to draw an unknown third view from 2 known first angle
orthographic views. The inclusion of hidden detail is not required

Learning Outcomes:
3.6.1 Produce first angle orthographic engineering drawings of rectilinear objects using freehand
method on square grid paper and with the aid of drawing instruments
3.6.2 Produce first angle orthographic engineering drawings of prisms using freehand method on
square grid paper and with the aid of drawing instruments

3.7 Topic Outcome: Produce a development drawing using the parallel line
method
Content:
 All drawings must be performed according to SABS-0111
 Parallel line developments must include all construction lines
 Examples must only include: square and/or rectangular tube upright and in any position, cylindrical
pipe (upright position), hexagonal pipe (upright position)
 Assessment must include the drawing of a first angle orthographic projection from a known
isometric projection.

21
Learning Outcomes:
3.7.1 Produce parallel line development drawings of objects specified in the range statement with the
use of drawing instruments.

End of Theme C – Term One

THEME C: BASIC ENGINEERING THEORY AND APPLICATION

1. Introduction

This theme is intended so that by the end of this learning process, students can:
 be aware of the general fundamental principles of the different trades.
 understand the appropriate subject terminology and concepts.
 be familiar with the workshop environment.
 be familiar with the concept of occupational safety.
 be familiar with the different hand tools and the use thereof.
 be familiar with important materials and their properties and uses.
 understand measuring and the use of measuring instruments
 experience the subject content meaningfully by teaching, demonstration, videos
and industrial visits.
 Submit an practical project task (skills based) and conduct a theoretical test on the
Basic Engineering (Theory and Practice).

2 Rationale for Content Selection

This subject intends to expose the adult learner to the basics of engineering, its concepts and
the use of various tools and equipment. It is hoped that this will allow easier access to the
world of work or entry to an occupational programme which can expand on the knowledge and
skills acquired during

The student must, on successful completion of Basic Engineering (Theory and Application), be
equipped with sufficient knowledge and skill to be enabled to enter the different engineering
categories [mechanical (industrial and automotive), civil and electrical].

Note to lecturers:
The content of the course must be presented in such a manner that love and appreciation for
technical subjects is fostered in the student.

22
3 BASIC ENGINEERING: Content Structure

THEME C– BASIC ENGINEERING (THEORY AND PRACTICE)

4.1 Metals (Ferrous and non-ferrous) (2 hours)
4.2 Chemical corrosion (1.5 hours)
4 Materials (15 hours)
4.3 Non-metals (1.5 hours)
4.4 Classroom and study assignment (10 hours)
5.1 Hammers (1 hours)
5.2 Saws (0.5 hours)
5.3 Hand files (1 hours)
5.4 The spirit level (0.5 hours)
5 Hand tools (22.5 hours) 5.5 Screw drivers (0.5 hours)
5.6 Chisels (1 hours)
5.7 Pliers (1 hour)
5.8 Spanners (1 hour)
5.9 Classroom and study assignment with workshop task (15.5 hours)
6.1 Steel rule / Ruler (0.5 hours)
6.2 Tape measure (0.5 hours)
6 Measuring instruments 6.3 The Vernier calliper (2 hours)
(22.5 hours) 6.4 Electrical measuring instruments (2 hours)
6.5 Classroom assignment (5 hours)
6.6 Classroom and study assignment with workshop task (12.5 hours)
7.1 Adhesives (0.5 hours)
7 Fasteners and adhesives 7.2 Welding (arc-, gas-), soldering (0.5 hours)
(15 hours) 7.3 Fasteners (Nuts and bolts, Rivets, Nails and screws) (1.5 hours)
7.4 Classroom and study assignment with workshop task (12.5 hours)
8.1 Safety during the use of power tools (1 hour)
8.2 Drilling machine (2 hours)
8.3 Jigsaw (2 hours)
8 Power tools (22.5 hours) 8.4 Skill-saw (2 hours)
8.5 The angle grinder (2 hours)
8.6 Maintaining of power tools (2 hours)
8.7 Classroom and study assignment with workshop task (11.5 hours)
9.1 The importance of lubrication (0.5 hours)
9.2 Reasons for lubrication (0.5 hours)
9 Lubrication and Cooling
9.3 The importance of cooling (0.5 hours)
(7.5 hours)
9.4 Reasons for cooling (0.5 hours)
9.5 Classroom and study assignment with workshop task (5.5 hours)

4. Materials

Overview
When students have completed the learning and assessment of this topic, they should be able to:
 Identify and explain the application of ferrous, non-ferrous metals and alloys
 Discuss and explain what is meant by chemical corrosion
 Identify and describe the applications of non-metals

Assessment: Worksheet during the learning process; Assignment which focusses on any
single topic outcome

4.1 Topic Outcome: Use and select engineering metals

Content:
 Explain the formation of ferrous metals from the smelting of iron-ore to pig-iron and its
23
 transformation to steel
 Ferrous metals also include the types of carbon steels (low carbon-, medium carbon- and high
carbon steels).
 Non-ferrous metals include tin. Lead, copper, zinc, aluminium

Learning Outcomes:

Students should be able to:

4.1.1. Identify ferrous metals and explain their uses
4.1.2. Identify and explain the properties and application of non-Ferrous metals
4.1.3. Identify and explain what is meant by the term “Alloy” and state its applications and
advantages.
4.1.4. Identify and explain what are “conductors” and state their applications and
characteristics.

4.2 Topic Outcome: Explain and discuss the chemical corrosion of engineering materials

Overview
Content:
Types of corrosion include rust, pit-marks, etc.- applicable to ferrous metals as well as non-ferrous
metals

Learning Outcomes:

Students should be able to:

4.2.1 State the definition and give examples of the types of chemical corrosion in the
engineering industry.
4.2.2 Visually identify various types of chemical corrosion and give examples of the different
preventative measures.

4.3 Topic outcome: Use and select non-metals used in basic engineering

Content:
Non-metals include: Insulators, Woods, Plastics, Bricks, Aggregate, Cement, Rubber
Aggregate groups are: fine and coarse aggregate and related types for each.

Learning Outcomes:
Students should be able to:
4.3.1 Define what is meant by the term “Insulators “, and give examples of their application in
basic engineering.
4.3.2 State the characteristics of insulators and in which materials are best suited for use
4.3.3 Identify and explain the applications of hard woods and soft woods
4.3.4 State the uses of different types of plastics
4.3.5 Identify and state the applications of clay bricks and cement bricks
4.3.6 Identify and explain the application and types of coarse and fine aggregate
4.3.7 Discuss and explain what is the definition, origins and applications of cement.
4.3.8 Discuss and explain what are the types, origins and applications of rubber
24
5. BASIC HAND TOOLS
Overview
When students have completed the learning and assessment of this topic, they should be able
to:
 Identify and explain the application of various engineering hand tools.
 Use hand tools effectively
 Demonstrate effective use of hand tools by making a product

Assessment: this topic is required for the completion of all practical assessment tasks which
entail the use of hand tools.

5.1. Topic outcome: Use and select hammers

Overview
Content:
Hammers include: Ball-pein hammers, Claw hammers, Brick hammer, Club-hammer, Care and
storage.
Topics may be integrated with each other in this theme and across themes for the purpose of
developing practical assessment tasks (PATs).

Learning Outcomes:
Students should be able to:
5.1.1 Identify and explain the application of various types of hammers used in the
engineering industry
5.1.2 Use a hammer (as specified in the range statement) effectively
5.1.3 Care and store hammers according to standard industry practice

5.2 Topic outcome: Use and select saws

Overview
Content:
Saws include the engineering hacksaw, cross-cut saw and the rip saw

Learning Outcomes:
Students should be able to:
5.2.1 Identify and explain the application of the various saws as per content statement
5.2.2 Use a variety of saws effectively
5.2.3 Care and store a variety of saws effectively and according to standard industry practice

25
5.3 Topic outcome: Use and select hand files

Overview
Content:
 Hand files include various shapes (Flat file, Hand file, Half round file, round file, square file,
triangular file); types of cut
 Terms which are important: Cuts, Safe edge, Coarseness, parts of a file
 Application
 Care and storage
 Topics may be integrated with each other in this theme and across themes for developing
practical assessment tasks (PATs).

Learning Outcomes:
Students should be able to:
5.3.1 Identify the various components of a hand file and recall basic terms associated with the
use hand files.
5.3.2 Identify various types of hand file and explain their application.
5.3.3 Care and store hand file per standard industry practice.

5.4 Topic outcome: Use a spirit level

Overview
Content:
This subject outcome includes the description of a spirit level, its application, care and storage
methods.
Topics may be integrated with each other in this theme and across themes for developing
practical assessment tasks (PATs).

Learning Outcomes:
Students should be able to:
5.4.1 Identify and describe a spirit level and explain its applications.
5.4.2 Use a spirit level per standard industry practice
5.4.3 Care and store the spirit level effectively

5.5 Topic outcome: Screw drivers

Overview
Content:
 The content range for screwdrivers includes the flat and Philips types
 Demonstration of effective use, care and storage is important

26
Learning Outcomes:
Students should be able to:
5.5.1 Identify and describe the two types of screwdrivers and their applications
5.5.2 Use the two types of screwdrivers per standard industry practice
5.5.3 Care and store screwdrivers effectively

5.6 Topic outcome: Use and select chisels

Overview
Content:
The content range for this topic includes: Flat chisel for metal work, Chisel for woodwork
(Firmer and Mortice), Chisel for brickwork (bolster)
Topics may be integrated with each other in this theme and across themes for developing
practical assessment tasks (PATs).

Learning Outcomes:
Students should be able to:
5.6.1 Use, identify and explain the applications for a flat chisel for metal work
5.6.2 Use, identify and explain the application of a chisel for woodwork (Firmer and Mortice)
5.6.3 Use, identify and explain the application of Chisel for brickwork (bolster)
5.6.4 Care and store chisels effectively (note the different chisels and explain storage for each)

5.7 Topic outcomes: Use and select pliers

Overview
Content:
The content range for this topic includes: combination pliers and long nose pliers

Learning Outcomes:
Students should be able to:
5.7.1 Identify, describe and explain the applications of a combination pliers
5.7.2 Identify, describe and explain the applications of a combination long nose pliers
5.7.3 Care and store pliers effectively

5.8 Topic outcome: Use and select spanners (wrenches)

Overview
Content:
The content range includes: all types of spanners (open jaw-, ring-, combination-, gooseneck-,
socket-, etc.). Topics may be integrated with each other in this theme and across themes for
developing practical assessment tasks (PATs).

27
Learning Outcomes:
Students should be able to:
2.7.1. Identify and explain the application of various spanners in terms of their application.
2.7.2. Use spanners effectively per standard industry practice
2.7.3. Care and store spanners effectively

6. Use and select measuring instruments

Overview
When students have completed the learning and assessment of this topic, they should be able
to use the following measuring instruments:
 Steel rule / Ruler
 Tape measure
 The Vernier calliper
 Electrical measuring instruments

Assessment: this topic is required for the completion of all practical assessment tasks which
entail the use of measuring instruments. PATs must be products of certain dimensions which
require measurement.

Overview
Content:
The content range includes: steel rule / ruler; measuring tape; steel tape (accuracy = 0,5mm)
and the vernier caliper (accuracy = 0.05mm)
Electrical measuring and test instruments include the bell tester, lamp tester, insulation
resistance tester (megger), voltmeter, ammeter and combination (multimeter)

6.1. Topic outcome: Use and select measuring instruments

Learning Outcomes:
Students should be able to:
6.1.1 Identify, explain the method of application and use a steel rule/ruler effectively – per
industry practice.
6.1.2 Identify, explain the application and use a measuring tape effectively.
6.1.3 Use a steel rule and measuring tape accurate to 0.5mm.

6.2. Topic outcome: Use and select a steel tape (100m)

Learning Outcomes:
Students should be able to:

28
6.2.1 Identify, explain the method of application and use a steel tape effectively, per industry
best practice.
6.2.2 Measure a large area and determine the surface area of a typical floor space accurately
(by 5mm / 5mm2).
6.2.3 Describe the important aspects of safe use and care (ensuring long life).

6.3. Topic outcome: Use and select a Vernier caliper

Learning Outcomes:
Students should be able to:
6.3.1 Identify, explain the method of use of a Vernier calliper accurately – per industry
practice.
6.3.2 Read a “Vernier” accurately to a precision of 0.5mm.
6.3.3 Care and store measuring instruments effectively ensuring proper maintenance and
housekeeping.

6.4. Topic outcome: Use and select measuring instruments

Learning Outcomes:
Students should be able to:
6.4.1 Identify, explain the application and use an electrical measuring instrument effectively.
6.4.2 Read a multi-meter accurately in terms of voltage, current value and continuity
effectively and per the appropriate range.
6.4.3 Demonstrate an ability to use a typical tester [lamp tester, bell tester, continuity tester
(megger)]
6.4.4 Care and store electrical measuring instruments effectively ensuring proper
maintenance and housekeeping

29
7. Use and select fasteners and adhesives

Overview
When students have completed the learning and assessment of this topic, they should be able
to:
 Identify, describe and use adhesives effectively.
 Explain and describe the safety requirements and preventative measures used during
welding (arc and gas) and soldering
 Identify and describe the welding process and related welding equipment.
 Prepare an arc welding task and strike an arc.
 Describe and explain the surface preparation requirements for arc welding, gas welding
and soldering.
 Identify, describe and explain the application of auxiliary fasteners
 Identify, describe and use rivet-types as listed in the content range above.
 Identify, describe and demonstrate the use of nail-types as listed in the content range
above.
 Describe the best practice application of the various nail-types
 Identify, describe and demonstrate the application of various types of screws.
 Compare the application of screws over nails and state the advantages and disadvantages
of either.
Assessment: ideal opportunity to demonstrate abilities by integrating this topic with others in
this theme – for a PAT.

Overview
Content:
The content range for fasteners and adhesives include: Adhesives; Welding; Soldering; Bolted
joints; Rivets; Nails; Screws.
Important content for adhesives includes description, gluing method/s and surface
preparation)
Topics may be integrated with each other in this theme and across themes for developing
practical assessment tasks (PATs).

7.1. Topic outcome: Use and select adhesives

Learning Outcomes: Adhesives

Students should be able to:
7.1.1 Identify, describe and use adhesives effectively.

7.2. Topic outcome: Use and select a welding (fusion) – arc and gas welding
process.

Content:
30
Content range includes: welding and soldering; description of the welding process and related
equipment includes the arc welding process; safety rule, protective rules; protective
Equipment (head shield and lenses, leather apron, gloves, electrode holder), surface
preparation, gas welding (description, safety rules, protective equipment)]
Students should be introduced to the forms if welding under strict supervision. Both the arc
welding and gas welding tasks must include the experience of “striking an arc”, the flashing up
of an oxy-fuel torch and the soldering of 2 galvanised plates (1.2mm). A PAT is not mandatory
for this section

Learning Outcomes:
Students should be able to:
7.2.1 Explain and describe the safety requirements and preventative measures used during
welding (arc and gas) and soldering
7.2.2 Identify and describe the welding process and related welding equipment
7.2.3 Describe and explain the surface preparation requirements for arc welding, gas welding
and soldering.

7.3. Topic outcome: Mechanical Fasteners

Overview
Content:
The content range includes:
 Auxiliary fasteners (flat washers, spring washer, tapered washer, split pins, lock-nuts)
 Rivets [description, types (solid rivet, pop-rivet), typical rivet joint]
 Nails [description, types (Wire nail, Oval nail, Panel nail, Floor nail, Clout nail, Tingle nail,
Cut-nail), best practice when using nails]
 Screws (description, parts, types, comparison of screws over nails)

Learning outcomes:
Students should be able to:
7.3.1 Identify, describe and explain the application of auxiliary fasteners
7.3.2 Identify, describe and explain the application of rivet-types as listed in the content
range above.
7.3.3 Identify, describe and explain the application of nail-types as listed in the content
range above.
7.3.4 Describe the best practice application of the various nail-types
7.3.5 Identify, describe and explain the application of various types of screws.
7.3.6 Compare the application of screws over nails and state the advantages and
disadvantages of either.

31
8. Use and select engineering power tools

Overview
When students have completed the learning and assessment of this topic, they should be able
to:
Discuss and explain personal safety measures associated with the use of engineering
tools
Discuss and explain the inspection of the engineering power tool
Discuss and explain preventative measures associated with removal, replacement of
the working tool during the use of power tools (personal protective equipment,
isolation before the changing or replacing tools, ensure proper training before use,
safe condition of electrical cables and plug sockets, ensure adequate ventilation on
air ducts, care and storage).
For assessment: Worksheet and questionnaire/assignment; use all of the power tools
in this topic and integrate with other topics in this theme to develop a practical
assessment task (PAT)

Overview
Content:
The content range for engineering power tools includes: Safety during the use of power tools;
Drilling machine; Jigsaw; Skill-saw; The angle grinder; Maintaining of power tools

8.1. Topic outcomes: Discuss and explain safety and preventative measures
when using engineering power tools

Overview
Content:
The content range includes electrical isolation procedures, permit-to-work arrangements, care
of the power tool (inspection of power cables, air ducts, condition of the holding device,
application safety in terms of the Driven Machinery Regulations); the appropriate personal
protective equipment (protection of the eyes, body, head, use of footwear)

Students should be able to:

8.1.1 Discuss and explain personal safety measures associated with the use of engineering
tools
8.1.2 Discuss and explain the inspection of the engineering power tool
8.1.3 Discuss and explain preventative measures associated with removal, replacement of the
working tool during the use of power tools (personal protective equipment, isolation
before the changing or replacing tools, ensure proper training before use, safe condition
of electrical cables and plug sockets, ensure adequate ventilation on air ducts, care and
storage).

32
8.2. Topic outcome: Operate a drilling machine

Content:
The content range is confined to portable electric drill machines and may include the use of a
portable pistol drill. [A bench drilling machine may be used if institutions have one or more]

Learning outcomes:
What students should be able to do:
8.2.1 Identify, explain the function and application of portable drill and related component
parts.
8.2.2 Use a portable drill effectively per standard industry practice.
8.2.3 Care and store a portable drill effectively

8.3. Topic outcome: Operate a jig saw

Overview
Content:
The content range is confined to portable electric jig saw and may include the use of a portable
cordless jig saw.

8.3 Learning outcomes:

What students should be able to do:
8.3.1 Identify, explain the function and application of portable jig saw and related
component parts.
8.3.2 Use a portable jig saw effectively per standard industry practice.
8.3.3 Care and store a portable jig saw effectively

8.4. Topic outcome: Operate a portable wood router

Overview
Content:
The content range is confined to portable wood router.

Learning outcomes:
What students should be able to do:
8.4.1 Identify, explain the function and application of portable wood router and related
component parts.
8.4.2 Use a portable wood router effectively per standard industry practice.
8.4.3 Care and store a portable wood router effectively
33
8.4.4 Maintain the engineering power tool and ensure that condition is satisfactory before
and after use.

8.5. Topic outcome: Operate a skill-saw

Overview
Content:
The content range is confined to the electric skill-saw for the cutting of commercial timber.

Learning outcomes:
What students should be able to do:
8.5.1 Identify, explain the function and application of skill-saw and related component parts.
8.5.2 Use a skill-saw effectively per standard industry practice.
8.5.3 Care and store a skill-saw effectively
8.5.4 Maintain the engineering power tool and ensure that condition is satisfactory before
and after use.

8.6. Topic outcome: Operate a portable angle grinder

Overview
Content:
The content range is confined to a portable, electric angle grinder. The size/specification
includes disc size - 115mm and/or - 230mm.

Learning outcomes:
What students should be able to do:
8.6.1 Identify, explain the function and application of portable, electric angle grinder and
related component parts.
8.6.2 Use a portable, electric angle grinder effectively per standard industry practice.
8.6.3 Care and store a portable, electric angle grinder effectively.
8.6.4 Maintaining of portable, electric angle grinder (condition before and after use)

34
9. Lubrication and cooling systems

Overview
When students have completed the learning and assessment of this topic, they should be able
to:
 Describe and explain the principles of friction and the need for lubrication.
 Identify and explain the application of the three types of lubricant (liquid-, semi-liquid,
solid-types).
 Explain what is meant by the concept of “Heat Transfer”
 Explain and discuss cooling in engineering in terms of types of machines.
 Explain what is meant by the scientific phenomena: conduction; convection; radiation
Assessment must include a worksheet during the learning process and questionnaire for
formative development towards the final examination

Overview
Content:
The content range for this topic include:
 Principles of lubrication and types of lubricant and application
 The importance of cooling and cooling systems; and the purpose of cooling

9.1. Topic outcome: Demonstrate an understanding of lubrication

Content:
Content range includes principles of lubrication and types of lubricant and application
[Typical questions: Importance of lubrication What is lubrication? What is lubricant? Why is
lubrication so important? Advantages of lubrication].

Learning Outcomes:
Students should be able to:
9.1.1 Describe and explain the principles of friction and the need for lubrication.
9.1.2 Identify and explain the application of the three types of lubricant (liquid-, semi-liquid,
solid-types).

9.2 Topic outcome: Demonstrate an understanding of cooling and cooling

systems

Overview
Content:
Content range includes the concept of “Heat Transfer”; definition of conduction, convection and
radiation; explanation and discussion on the reasons for cooling and examples of cooling
systems in engineering
35
Learning Outcomes: Importance and purpose of cooling and cooling systems
Students should be able to:
9.2.1 Explain what is meant by the concept of “Heat Transfer”
9.2.2 Explain and discuss cooling in engineering in terms of types of machines.
9.2.3 Explain what is meant by the scientific phenomena: conduction; convection; radiation
End of Theme 3 – Term Two

THEME D: BASIC ELECTRICAL ENGINEERING

1. Introduction

This theme is intended so that by the end of this learning process, students can:

 be aware of the general fundamental principles of the electrical trades (electrician

and electronics)
 understand the appropriate subject terminology and concepts.
 be familiar with the concept of occupational safety (voltage of practical
demonstrations should not exceed 9 Volts)
 be familiar the different electrical/electronic concepts.
 understand measuring and the application of different electrical/electronic circuits.
 experience the subject content meaningfully by teaching, demonstration and
videos.
 Submit two (2) Practical Project Tasks (electrical and logic circuits) and conduct a
theoretical test on Basic Electrical Engineering

2 Rationale for Content Selection

This subject intends to expose the adult learner to the basics of electrical engineering, its
concepts and application [heavy current (electrical) and light current (electronic)]. It is hoped
that this will allow easier understanding the fundamentals of electricity for entry to an
occupational programme which can expand on the knowledge and skills acquired during

The student must, on successful completion of Basic Electrical Engineering (Theory and
Application), be equipped with sufficient knowledge and skill to be enabled to enter the two
divergent electrical engineering categories [heavy or light current].

Note to lecturers:
The content of the course must be presented in such a manner that desire and appreciation for
the electrical field in engineering be fostered in the student.

36
3 Basic Electrical Engineering Content Structure

THEME D – BASIC ELECTRICAL ENGINEERING

10.1 Basic electrical 10.1.1 Component symbols (5 hours)
circuits (30 hours) 10.1.2 Draw and construct simple circuits (10 hours)
10.1.3 Classroom and study assignment with workshop task (15 hours)
10.2.1 Light current symbols (5 hours)
10.2 Electrical systems and
10.2.2 Draw and construct simple AND light current circuits (10hours)
control (light current)
10.2.3 Draw and construct simple OR light current circuits (10 hours)
(30 hours)
10.2.4 Classroom and study assignment with workshop task (10 hours)

Overview
When students have completed the learning and assessment of this topic, they should be able
to:

 Identify electric circuit component symbols

 Explain the functions of basic electric components
 Draw and construct basic electric circuits (max 9 Volt circuits – in a combination of series and
parallel elements)
 Identify electronic components and their applications
 Draw and construct an AND circuit to demonstrate an understanding of the applicable logic
 Draw and construct an AND circuit to demonstrate an understanding of the applicable logic

Assessment: Worksheet and Questionnaire and PAT (draw and construct circuits) for 10.1 and 10.2

10 Basic electrical engineering (theory and practice)

10.1 Topic outcome: Electrical engineering (theory and practice)

Overview
Content:
The content range for this topic includes:
 Demonstrate and understanding of electrical component symbols (symbiology): Cells and
batteries, switches (push-, toggle-, reed-, slide-, double throw-switches); process devices
(resistor), output devices [light bulb, light emitting diode (LED), buzzer, speaker, motor]
 Fundamentals of electricity: What is electricity? Direct Current (DC) and Alternating
Current (AC); Conductors and Isolators; Current; Resistance; Voltage and related units of
measurement. Power and the unit of measure (Watt).
 Draw and interpret simple electrical circuits (series circuits, parallel circuits), components
in series and parallel (Cell in series, bulb in series, LED in series, switches in series and
combinations); (Cell in parallel, bulb in parallel, LED in parallel, switches in parallel and
combinations)
Example: Building circuits: the concept of input -process-output diagram; building a simple
circuit with 2 cells in series, a light bulb and switch / 2 cells in parallel with single light bulb
37
 and switch / 2 cells in series with two light bulbs in parallel / 2 cells in series and 2 light
bulbs in series and a switch
 Logic functions: the AND function, building the AND circuit and the use of truth tables (AND
gate); the OR function, building the OR circuit and the use of truth tables (OR gate)
Learning Outcomes:
Students should be able to:
10.1.1 Identify the symbols which represent electrical components. See content range above.
10.1.2 Demonstrate an understanding of how electricity is created and how current flows
flows.
10.1.3 Draw and interpret simple electrical circuits. See content range above.
10.1.4 Construct a simple electrical circuit. See content range above.

10.2Topic outcome: Demonstrate an understanding of basic light current

control (logic)

Overview
Content:
 Electronic component symbols (symbology): includes: Resistor colour codes, Switches, Diodes
and LED (light emitting diodes), Transistors, Input devices (Light dependent resistors,
thermistors, etc.), Thermistors, Touch or moisture detectors, Capacitors]
 Draw and interpret simple light current circuits: Logic functions: the AND function, building
the AND circuit and the use of truth tables; Devices: AND gate, application of AND logic
function; solving a design problem
 Draw and interpret simple light current circuits (3 Volt): The OR function: building the OR
circuit; OR truth tables; Device: the OR gate, Exercise in using truth table for an OR logic gate,
example of an OR circuit (interior light of a motor vehicle working with passenger- and
driver-door switch in the circuit); solving a design problem by using an OR logic function.

Learning Outcomes: Electronic control systems

Students should be able to:
10.2.1 Identify the symbols which represent electronic components and explain their uses.
10.2.2 Construct a simple light current AND circuit from basic examples.
10.2.3 Construct a simple light current OR circuit from basic examples.

See content range, above.

End of Theme 4 – Term 3

38
SUGGESTED STUDY HOURS
This subject, Basic Engineering, relates to about 300 notional hours. See the topic weightings
table earlier in this guideline.

It is envisaged that a typical one-year offering of the course will cover THREE ordinary South
African “school” terms, excluding revision and examination time – in the final term. Adult
students should therefore spend about 6 hours per week or more - on Basic Engineering. This
should consist of hours of face-to-face instruction and self-study per week and an hour test after
each section, and 2-hour examination. Because of the intense practical component this subject
requires clearly devised and in-depth hands-on time. In this way, the theory is applied and
studying for tests and examinations is not a gruelling as for other subjects.

The section Electrical Systems and Control needs face-to-face teaching as the components need
to be well explained before making the circuits.

Learning the basics and making models for Basic Engineering (Theory and Practice) allows the
student to work alone – except where it is deemed unsafe to do so. Lecturers are to assume the
role of “mentor” during these project exercises.

It is important that this subject (Basic Engineering) provides the basic skills requirements
inherent within the content across all themes. Practical projects must therefore be carried out
as effectively as possible.

We recommend that the theory of each section be studied first, and then each term culminates
with a PAT and then the Theme Examination to ensure progressive development within each of
these sections.

A suggested time allocation for the course is shown in the table below:
Component Face-to-face Teaching Time Self-study Time
Theme 1 4 hours per week x 5 weeks 2 hours per week x 5 week
including assignment and term
examination – Term Mark 1
Theme 2 4 hours per week x 5 weeks 2 hours per week × 5 weeks
including examination and PAT –
Term Mark 2
Theme 3 4 hours per week x 5 weeks 2 hours per week × 5 weeks
including Examination and PAT
– Term Mark 3
Practical and Submission of a Final Practical 20.hours per week × 5 weeks
Revision/Preparation Assignment (Product of Learner
for Final Examinations Abilities) 100 hours – self study

Practical preparation – 100 4 hours for Engineering

hours Drawing (Paper 1)
3 hours for Final Theory
Self-study – 100 hours Examination (Paper 2)

39
 Total Course Hours 300 hours
ANNEXURE A: TOOLS AND EQUIPMENT FOR BASIC ENGINEERING
Sophisticated high-tech equipment is not needed to reach the aims of the Basic Engineering subject.
Simple tools and cheap materials are all that will be required for this syllabus.
Learners should be encouraged to manage with minimal supply levels as this develops problem solving,
lateral thinking and creativity.

In GETCA, learners will require mainly scissors, craft knife, rulers, pliers, hammer, hand drill, junior
hacksaw, coping saw and simple materials like sticky tape, cardboard, foam plastic and found materials.

Here is an illustrated list of the tools you may want to acquire for your engineering workshop/ training
centre over a period.

The table below gives one a realistic idea of the asset inventory for GETCA: Basic Engineering.

BASIC ENGINEERING - EQUIPMENT AND TOOL LIST X 10 LEARNERS

TOOLS, EQUIPMENT AND MACHINERY PRICING SHEET

No. Tools UNIT

QTY PRICE AMOUNT

A THEME B – ENGINEERING DRAWING per 20 STUDENTS

1. Drawing board 20

2. Drawing paper 200

3. Clips/Masking tape 20

4. Clutch pencil (H, 1H, 2H) 60

5. Eraser 20

6. Protractor 20

7. Set squares (45®/30®/60®) 20

8. Compass 20

9. Duster (soft cloth) 20

10. T- square 20

B THEME C: BASIC ENGINEERING - TOOL LIST PER 20 STUDENTS

11. Hammer – ballpein 300g 20

12. Hammer – club diamond 1.8kg 20

13. Centre punch 20

14. Cole chisel - medium 20

15. Wood chisel set 20

16. Brick chisel (Bolster) 20

40
17. Craft knife / Carpet knife 20

18. Vice grip –137 250mm 20

19. Screwdriver set - Philips 20

20. Screwdriver set - Flat 20

21. Frame hacksaw – Mitco professional 20

22. Wrench adjustable – Gedore 62 300mm 20

23. Wrench adjustable – Irega 99 150mm 20

24. Divider spring – Groz dd/6150mm 20

25. Tin-snips – Gedore 8531 300mm 20

26. Toolbox-Gedore # 1262 46 x 26 x 21 m 20

27. Brass lock – Viro 302 40mm 20

28. G-clamps 20

29. H-clamps 20

30. Hand file – flat 2nd cut 200mm 20

31. Hand file – half round 2nd cut 200mm 20

32. Hand file – round bastard 200mm 20

33. Hand file – triangular 200mm 20

34. Hand file – bastard 300mm 20

35. Steel rule 20

36. Measuring tape (5m) 20

37. Vernier caliper (0.05mm) x 300mm 20

C THEME C: BASIC ENGINEERING - WORKSHOP EQUIPMENT PER 20

STUDENTS

38. Portable drilling machine 5

39. Portable angle grinder 5

40. Portable Jig-saw 5

41. Bench grinder 2

D THEME D: BASIC ELECTRICAL ENGINEERING PER 20 STUDENTS

42. Multi-meter 10

43. Avometer – in-circuit 10

44. Voltmeter – in-circuit 10

45. Megger 10

46. Lamp tester 10

47. Consumables (red, black, green, yellow – light current wire (3-12 volt) N

41
48. Assorted electric components - Cells and batteries, switches (push-, toggle-,
reed-, slide-, double throw-switches); process devices (resistor), output
N
devices [light bulb, light emitting diode (LED), buzzer, speaker, motor,
torch bulbs, crocodile clips.

49. Assorted electronic components - Resistors, Switches, Diodes and LED

(light emitting diodes), Transistors, Input devices (Light dependent
200
resistors, thermistors, etc.), Thermistors, Touch or moisture detectors,
Capacitors

50. Side cutters 20

E THEME C: BASIC ENGINEERING SECTION C: WORKSHOP EQUIPMENT

SECTION D: ARC WELDING

51. Electrode holder 5:1

52. Earth clamps 5:1

53. Cables 5:1

54. Wire brush 5:1

55. Chipping hammer 5:1

56. Arc welding helmet 5:1

57. Consumable materials 5:1

58. Gas welding electrodes (1.6 OR 2 mm copper coated); gas brazing rods - 1.6
or 3mm brazing rods and flux, plate mild steel x 3mm, [300x80x3 /
150x50x3]

F THEME C: BASIC ENGINEERING SECTION C: WORKSHOP EQUIPMENT -

OXY-FUEL PROCESSES (GAS WELDING) PER 20

59. Oxygen Cylinder 10

60. Acetylene Cylinder 10

61. Cylinder Trolley 10

62. Pressure Regulators 10

63. Hoses and Couplings 10

64. Flashback Arresters 10

65. Torches 10

66. Nozzles (Assortment of Sizes) 10

67. Tip Cleaners 10

68. Spark Lighter 10

69. Consumables: Gas welding electrodes (1.6 OR 2 mm copper coated); gas

brazing rods - 1.6 or 3mm brazing rods and flux, plate mild steel x 3mm,
[300x80x3 / 150x50x3]; lead solder

70. Blow-torch 10

71. Soldering iron with handle (copper-type) 10

42
72. Galvanised plate (150x150x 1.2mm) X 4 Sheets (2450x1250)

G SECTION I: OHS ACT COMPLIANCE ITEMS PER 20 STUDENTS

73. Overall

74. Safety boots

75. Ear plugs

76. Safety goggles

77. Hard hat

78. Welding gloves

79. Apron

80. Leather spats

81. Welders cap/flap (overhead welding)

82. Extraction and ventilation unit/fan to remove noxious welding fumes

83. Fire extinguisher (unexpired)

84. Safety signage – grinding/welding/safety shoes/general safety

H ADHESIVES AND FASTENERS

85. Rivets: Solid and “pop”-rivets 200

86. Nails: Wire nail, Oval nail, Panel nail, Floor nail, Clout nail, Tingle nail, Cut
200
nail

87. Screws: Self-tapping, driving screw, coach screw, machine screw 200

88. Epoxy-based adhesives 20

89. Contact adhesive 20

90. Thread-locking fluid 20

91. Fasteners (bolts, nuts and washers): Flat washer, Spring washer, Tapered
200
washer, Split pin, Lock nut, Castle nut, etc. hexagonal bolts and nuts

43
 ANNEXURE B: BASIC ELECTRICAL ENGINEERING
(Courtesy: Department of Basic Education: 2011)

Acknowledgement: The table (above) has been sourced from the National Curriculum Statement (Curriculum Assessment Policy Statement) for the subject:
Technology Senior Phase Grades 7-9 (pages 63-64).
The graphic representations of the various components in the table should not be viewed as the official “examination-version” or the sole version by which
these components may be identified. The curriculum developers are aware that similar graphic representations exist, which equally serve to identify the
basic electrical components - listed in the relevant topics.

44
Acknowledgement: The table (above) has been sourced from the National Curriculum Statement (Curriculum Assessment Policy Statement)
for the subject: Technology Senior Phase Grades 7-9 (pages 63-64). The graphic representations of the various components in the table should
not be viewed as the official “examination-version” or the sole version by which these components may be identified. The curriculum
developers are aware that similar graphic representations exist, which equally serve to identify the basic electrical components - listed in the
relevant topics.

45
ANNEXURE C: ELECTRONIC COMPONENT SYMBOLS
(Courtesy: Department of Basic Education: 2011)

Acknowledgement: The table (above) has been sourced from the National Curriculum Statement (Curriculum Assessment Policy Statement)
for the subject: Technology Senior Phase Grades 7-9 (pages 65-66).
The graphic representations of the various components in the table should not be viewed as the official “examination-version” or the sole
version by which these components may be identified. The curriculum developers are aware that similar graphic representations exist, which
equally serve to identify the basic electronic components - listed in the relevant topics.

46