NATIONAL CURRICULUM WELDING LEVEL I PREFACE A COMPETENCY-BASED AND STANDARDS-DRIVEN CURRICULUM

Transcription

1 NATIONAL CURRICULUM WELDING LEVEL I. PREFACE A COMPETENCY-BASED AND STANDARDS-DRIVEN CURRICULUM

2 TABLE OF CONTENTS PAGE Philosophical Underpinnings of the National Curriculum 3 Curriculum Components 4 Rationale for developing a National Curriculum 6 Aims of the National Curriculum for Welding Level I 6 Opportunities for advancement in the Welding Industry in Trinidad and Tobago 7 Organization of the Curriculum 8 Suggested Contact Hours 8 Mapping of CVQ Plan with the standards of the National Curriculum 9 Dealing with the attitudes and values aspects of the curriculum 10 Module 1 Basic Welding using oxyacetylene process (OAW) fuel/gas welding 11 Module 2 Drawing and interpreting sketches and simple drawings 19 Module 3 Oxyacetylene/metal arc welding 22 APPENDIX I Student/trainee self evaluation/assessment form 26 APPENDIX II Processes used for Caribbean Vocational Qualification Certification 28 2

3 PHILOSOPHICAL UNDERPINNINGS OF THE NATIONAL CURRICULUM The term curriculum, as used by practitioners, refers to the teaching-learning content, structure and processes provided by teaching institutions or training centers to deliver courses or programs of study. Curriculum design can therefore be defined as a decision making process where its preparation is carefully planned and evaluated before its implementation in the classrooms. Needs of the labour market Vocational training curricula are intended to function as a link between the occupational skills that define competence in the labour market and the qualifications provided by those institutions or authorities offering vocational training to the actively working population and those seeking entry into the labour force. As such, all vocational training curricula should offer sufficient direction to students/trainees or apprentices to enable them to comply with the demands of specific work positions and allow them the opportunity to attain more advanced skills training and qualifications if they wish to do so. Needs of the individual Vocational training curricula design and development, however, is not created in a vacuum, but is directly influenced by a country s economic and social ambitions that are clearly spelt out in its educational policies. Since Trinidad and Tobago and the wider Caribbean ascribe to democratic societies where humanistic values determine the nature of education and training, it is imperative that all stakeholders in Education should ensure that their training programs emphasize the primacy of the individual learner and the needs of society in general. For instance, in recognition of our commitment to ethical and moral societies that recognize equality of opportunity, the curriculum should cater for learners with different learning styles and varying multiple intelligences who function at differing rates of progress and have different personalities. Furthermore, in keeping with the National Policy on persons with disabilities, attempts are made in the National Curriculum to cater for persons with disabilities. This inclusion, however, is subject to conditions agreed to with the agencies that cater for such persons, including the Trinidad and Tobago Association for the Blind, the Ministry of Social Development and the Trinidad and Tobago Disabled Persons International. Needs of Society Curriculum theorists from Dewey (1919) to Tyler (1949) to Gardner (1999) have emphasized that curriculum development, instead of seeking to impart ideas and information by rote, should focus on providing learners with experiences that would enhance their personalities through the acquisition of generic skills while at the same time endowing them with specific occupational skills that would make them productive social participants. For example, while there may be agreement that the labour market needs carpenters and plumbers, the region s educational policies seek to ensure that our educational institutions produce plumbers and carpenters who could: solve problems think critically make informed decisions 3

4 manage emotions work in teams have positive self image deal with diversity and change handle conflict and learn independently Whilst a National Curriculum for Trinidad and Tobago must pay allegiance to the ingenious strategies used by international vocational and educational training (NTVET) processes and procedures to ensure compliance with industry standards, we must ensure that this is not done at the expense of the needs of the human resources that would ultimately decide the direction in which our society progresses. The National NTVET curriculum combines the best elements of the academic curriculum with its emphasis on personal growth and cognitive development, with the best elements of the competency based curriculum with its emphasis on mastery of occupational standards and the acquisition of employability skills. The main goal of the National curriculum, therefore, is to produce productive citizens and competent workers who could contribute meaningfully to the betterment of the country. CURRICULUM COMPONENTS There are no material differences between the components of the academic and the competency based curriculum, Tyler (1949), Taba (1962) and Gress and Purpel (1999) for instance, suggest that all curricula should consist of a rationale, objectives or outcomes, learning experiences consisting of the knowledge, skills and attitudes to achieve the objectives and evaluation strategies to ensure that leaning has been achieved. With respect to the Competency based curriculum, Rolf and Pechman (1995) note that a curriculum framework should contain the components listed below. Vision statement or Rationale Content expectations or standards Pedagogy and teacher practices Equity linkages (such as opportunity-to-learn objectives or standards) Relationships of content to student assessment Performance expectations or standards. The Caribbean Examinations Council (CXC) has long recognized the problems associated with Teacher training in the eighteen territories where its examinations are offered. The rapid turnover of trained teachers and the reluctance of teachers to avail themselves of opportunities for retraining have created a serious problem of inadequate pedagogical skills in the classrooms. The problem is exacerbated in the Technical and Vocational Sector where 4

5 most personnel have been recruited directly from industry with little or no knowledge of pedagogy and allowed to function without supervisors trained in curriculum or assessment. In the absence of provisions for continuous training of teachers, CXC has acquiesced to the pleadings of Ministers of Education in the region to include in both their Caribbean Secondary Education Certificate (CSEC) and Caribbean Advanced Proficiency Examinations (CAPE) syllabuses, a set of suggested teaching and learning activities and suggested assessment strategies that would provide the learning experiences in the classroom and assist teachers in the delivery of the curriculum. The inclusion of learning experiences in the National TVET curriculum is of utmost importance since education and training are predominately process-oriented and many out-of-school students seeking Technical and Vocational qualifications have not fully benefitted from five years of secondary education. Pedagogical factors, therefore, will pay a significant part in the delivery of the curriculum and the inclusion of sample teaching and learning activities and strategies for continuous assessment would contribute to achieving this goal. The National Curriculum should be a welcome addition to the education landscape in the Caribbean since it provides the foundation for seamless education and training and for entry level employment; offers standardized programs, processes and procedures to be used by training institutions and providers in Trinidad and Tobago; meets the needs of students who may not wish to advance immediately to Levels 2 to 5, but wish to seek immediate entry-level training for employment; facilitates articulation with other educational and NTVET programmes that respond to the developmental needs of the region. 5

6 RATIONALE FOR DEVELOPING A NATIONAL TECHNICAL AND VOCATIONAL EDUCATION CURRICULUM FOR TRINIDAD AND TOBAGO A National Technical and Vocational Education (NTVET) curriculum for Trinidad and Tobago has been developed within the context of the implementation of the National Technical Training Vocational Qualification (TTNVQ) and the inauguration of the Caribbean Vocational Qualification (CVQ). The CVQ is an award that represents the achievement of a set of competencies that define the essential work practices of an occupational area consistent with the levels articulated within the regional qualification framework. Through Competency Based Education and Training (CBET), the CVQ acts as a catalyst to develop and change systems, processes, pedagogy and andragogy. The National Training Agency of Trinidad and Tobago (NTATT) has been mandated by Cabinet Minute 736 of 27/03/08, to develop a labour force that is competent, innovative, enterprising and entrepreneurial. The development, implementation and maintenance of a standardised curriculum would provide all Training Institutions with regional and international accreditation in addition to the training, processes and procedures needed to produce a world class labour force. The National NTVET Curriculum utilizes an internationally approved design that incorporates the most modern learning and instructional theories associated with Competency Based Education and Training (CBET). The design adheres strictly to the principles of a performance based curriculum where the outcomes, knowledge, skills, attitudes and values are subjected to rigorous performance criteria and performance standards. All suggested teaching and learning activities and assessment strategies are authentic and sample assignments are provided that portray actual problems that occur in industry and realistic strategies used to overcome them. In addition to problem solving sample activities, the curriculum pays special attention to the area of attitudes and values and sample activities have been provided to assist tutors in sensitizing students to the necessity of conducting themselves appropriately both in the work environment and in their personal lives. While the text of the document addresses the student/trainee, the curriculum also satisfies the needs of tutors, assessors and internal and external verifiers thereby ensuring high quality of learning, instruction and assessment. Aims of the National Curriculum for Welding Level I The study of the National Curriculum for Welding Level I is intended to assist students/trainees to: 1. develop knowledge, skills, attitudes and values that will enable them to become eligible for entry-level employment in the field of welding; 2. develop sensitivity to the issues, problems and challenges encountered in a working environment ; 3. benefit from the group activity and team work needed for personal development and development as workers; 4. make themselves available for opportunities for lifelong learning through exposure to bridging programs in the field of welding. 6

7 Opportunities for advancement in the Welding Industry in Trinidad and Tobago There are numerous opportunities available for trainees who are certified as competent in the knowledge, skills and attitudes presented in this curriculum. Technical and Vocational Education in Trinidad and Tobago offers seamless educational advancement through the hierarchy of occupational levels (1 to 5). A description of these five levels is given in the table below to assist students who may wish to embark on a career in any of the occupational areas where training is offered. The Table also contains information on the training providers at the different occupational levels. Level of Training Description of the worker Level of Employment Major Training Providers Qualification Level 1 Competent in routine tasks most of which require supervision during the early stages Apprentice; Supervised worker, semi-skilled worker Ministry of Education National Training Agency Ministry of Science and TTNVQ Level I CVQ Level I CSEC Level 2 Level 3 Level 4 Level 5 Competent in complex, non-routine work and may serve as supervisor, guide and mentor to others. Has responsibility for making on- the- spot decisions on the job site, ensuring that there is teamwork and timely completion of jobs within budget. Competent in the job and supervises others. Has strong problem solving, planning and designing skills Competent in principles of the field of work and has personal responsibility for planning, designing, analyzing and executing work programs. Competent in theoretical and practical aspects of the job. Has considerable knowledge of the field and has responsibility for the management of large groups of people. Independent skilled worker; Artisan Technician; Supervisor Manager; Entrepreneur Chief Executive Officer, Project Manager Technology National Skills Development Program (NSDP); Metal Industries Company (MIC); National Energy Skills Center (NESC) Ministry of Science and Technology College of Science, Technology and Applied Arts of Trinidad and Tobago (COSTAATT); University of Trinidad and Tobago (UTT) University of Trinidad and Tobago (UTT) University of the West Indies (UWI) University of Trinidad and Tobago (UTT) University of the West Indies (UWI) Arthur Lok Jack Graduate School of Business TTNVQ Level 2 CVQ Level 2 CAPE Advanced Diploma Associate Degree Technician s Diploma CVQ Level III Bachelor of Science (B.Sc.) CVQ Level IV Master of Science (M.Sc.) 7

8 Organization of the curriculum The National Curriculum for Welding Level I is arranged into THREE Modules each consisting of Units or Elements of work. The name of the Module signifies the occupational area to be studied while the Elements or Units feature the steps needed to fulfill the competence in the Module. The main terms used in this section of the curriculum are explained below. Module A self-contained or independent component of the curriculum Unit Number The identification number of a specific task designated by the Caribbean Association of National Training Associations (CANTA) under its qualification plan Unit Title The title of the occupational/skill area to be studied in the Module Element A subdivision of the Module into discrete parts or steps Performance Criteria The task that the trainee needs to complete Type of Evidence The documentary data and information which provides proof that the trainee understands the content or skill competence in the given task Critical Knowledge, Skills and Attitudes The knowledge, skills and attitudes that the trainee must possess to show competence in the task Performance Outcome The method used to assess how well the learner/candidate demonstrates knowledge and skills in order to determine the achievement of competencies as defined by the performance criteria. Suggested Contact Hours Each Module is allocated an approximate number of contact hours. These estimates are based on industry experts opinions of how many hours of training would be required for the average trainee to become competent in doing the tasks identified in the Module. Given that there is a wide disparity in the capacity of Training Institutions to deliver the curriculum on account of available resources, the experiences of training staff, the readiness of trainees 8

9 and other factors, Institutions are advised to treat these hours as suggestive rather than prescriptive and to be guided by the trainees readiness to be assessed in the skill. Mapping of the Regional Qualification Standards with the National Curriculum The National Curriculum in Welding Level I meets the criteria for the award of Caribbean Vocational Qualifications (CVQ and NTTVQ) by including all CORE competencies plus four level one electives. The Table below maps the National curriculum with the regional qualification plan. Regional standards for national qualifications Competency standards in the National Curriculum Unit Number Unit Title Module Steps MEMCOR0131A Undertake interactive workplace communication 1& , 2.1 to 2.6 MEMCOR0141A Follow principles of Occupational Health and Safety (OH&S) in work environment 1& to 1.6 & 3.2 MEMCOR0161A Plan to undertake a routine task 1 & to 1.6 & 3.1 to 3.5 MEMCOR0171A Use graduated measuring devices 1 & to 1.6 & 3.3 to 3.5 MEMCOR0191A Use hand tools 1 & to 1.6 & 3.3 to 3.5 MEMCOR0051A Perform related computations-basic 1, 2 & to 1.6, 2.5, 2.6 & 3.3 to 3.5 MEMCOR0081A Mark off/out (general engineering) to 2.6 MEMCOR0091A Draw and interpret sketches and simple drawings to 2.6 MEMMAH0071A Perform manual handling and lifting 1 & to 1.6 & 3.3 to 3.5 MEMMAH0081A Perform housekeeping duties 1 & to 1.6 & 3.1 to 3.2 MEMCOR0111A Use power tools 1 & to 1.6 & 3.3 to 3.5 MEMFAB0041A Carry out mechanical cutting operations-(basic) 1 & to 1.6 & 3.3 to 3.5 MEMFAB0051A Perform brazing and/or silver soldering MEMFAB0111A Perform basic welding using manual arc welding process (MMAW) to 3.5 MEMFAB0121A Perform basic welding using oxyacetylene welding process (OAW)-fuel gas welding to 1.6 MEMFAB0151A Prepare for oxyacetylene/metal arc welding processes to 3.5 MEMFAB0071A Undertake fabrication, forming, bending and shaping 1 & 3 1.4, 1.5, 1.6 & 3.3, 3.4, 3.5 MEMFAB0081A Assemble fabricated components 1 & 3 1.4, 1.5, 1.6 & 3.3, 3.4, 3.5 MEMFAB0131A Repair/replace/modify fabrications-(basic) 3 1.4, 1.5, 1.6 & 3.3, 3.4, 3.5 MEMFAB0141A Develop geometric shapes-(basic) MEMMPO0081A Use workshop machines for basic operations 1 & to 1.6 & 3.3 to 3.5 9

10 Dealing with the Attitudes and Values areas of the curriculum In the third column of each Module, entitled Critical Knowledge, Skills and Attitudes, there is at least one statement that indicates the attitude or behavioral change that the trainee is expected to acquire in pursuit of achieving competence in the skill. For example, in Module 1 Step 1.1(6), students should know and understand that a clean work environment contributes to a positive self image and a healthy work ethic. Tutors are not expected to teach these objectives in the traditional sense but to assist the trainees to develop an appreciation for the quality of their work as they proceed through the course. The recommended way of achieving this is to allow trainees opportunities for reflection, self -evaluation and peer evaluation, the dynamics of which will encourage them to build an appreciation for setting standards and hopefully strive to improve the quality of their work. Advice and tasks are provided under some of the Suggested Teaching and Learning Activities in the curriculum but tutors may visit Appendix I for a self-evaluation checklist that could be used as a diagnostic tool by tutors and a motivational tool by trainees. The checklist will allow students the opportunity to reflect on their progress and attitude and serve as a guide to tutors as to how to assist them in improving their attitude towards the course. 10

11 MODULE I: BASIC WELDING USING OXYACETYLENE WELDING PROCESS (OAW) - FUEL GAS WELDING On completion of this Module, student/trainee will be able to make preparations for the oxyacetylene/fuel gas welding process (OAW) This Module covers aspects of TEN Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMFAB0121A Perform basic welding using oxyacetylene welding process (OAW) - fuel gas welding MEMCOR0141A Follow principles of Occupational Health and Safety (OH&S) in Work Environment MEMFAB0051A Perform brazing and/or silver soldering MEMMAH0081A Perform Housekeeping Duties MEMCOR0131A Undertake interactive workplace communication MEMCOR0161A Plan to undertake a routine task MEMCOR0171A Use graduated measuring devices MEMCOR0191A Use hand tools MEMCOR0051A Perform related computations basic MEMFAB0041A Carry out mechanical cutting operations (basic) MEMMAH0071A Perform manual handling and lifting Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when Element 1: Perform basic welding using oxyacetylene welding process (OAW) - fuel gas welding arrange a room containing the items listed below following principles of safety and good housekeeping practices 1.1 observe safe housekeeping practices a cylinder containing fuel a cylinder containing oxygen empty and filled bottles of chemicals hoses cables old newspapers and magazines (1) the distinction among general, shop and process safety Shop Safety (2) safety rules governing storage of materials and equipment Safe handling and storage of welding equipment (fuel and oxygen) in secure and well ventilated area safety practices and good housekeeping practices are observed 11

12 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when 1.2 protect yourself and equipment in different working environments hand and power tools Storage of cables and hoses on racks and in an elevated position Storage of empty and filled bottles separately Labeling of bottles filled with chemicals Discarding of flammable substances in a way that protects the environment (2) the value of cleaning and securing items that could be re-used and discarding waste in keeping with environmental concerns (3) that a clean work environment contributes to a positive self image and a healthy work ethic select from an assortment of safety wear and equipment, those needed to dismantle pieces of welded metal on a construction site 12 feet above ground; arrange them in the categories below and label each item using masking tape and marker Category 1: Gear for protection of body parts Category 2 : Equipment for emergencies Category 3: Flammable substances Category 4: Parts of a scaffolding General Safety (1) dangers associated with oxyacetylene welding including dangers from eye injury poisonous fumes cuts and burns from hot metal flammable substances that could result in fires wearing of loose clothing including long sleeves and aprons wearing of jewelry (2) protective gear and equipment (PPE) for working in a construction environment your person, the equipment and the environment are protected Category 5: Harness (a) Equipment Fire extinguisher (various types) Sand barrel Spats 12

13 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when Tongs First Aid Kit (b) Safety gear Overalls Safety glasses/goggles Hard hat/cap Dust masks/respirators Hard boots Ear plugs/muffs Gloves (3) safety rules and regulations governing work in a construction environment including procedures for extinguishing fires, emergency evacuation and guidelines for the safe erection and use of scaffolding, step ladders and the preparation, inspection and use of a harness (Fall Arrest Protection System) (4) safety rules and regulations governing work in a confined space: self contained breathing apparatus explosive meter on body to monitor emission change devices for testing emissions fume extractor system marked exit and entry points 1.3 select tools and equipment for joining sheet metal select from an assortment of tools and equipment, those needed to fabricate a metal gate; arrange them in the categories below and label each item using masking tape and marker (5) basic First Aid the identity of the tools and equipment listed below Cylinder Hose Welding tips tools and equipment for fabrication are selected 13

14 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when 1.4 plan to cut metal using oxy fuel equipment Category 1: Devices for measuring: length, width and height Category 2: Devices for measuring angles Category 3: Devices for determining levels Category 4: Power tools Category 5: Hand tools Category 6: Cylinder and components Category 7: Sheet metal (rods and bars) prepare oxy fuel equipment for completing a task involving the cutting of metal Nozzles Regulators (oxygen and acetylene) Flashback arrestors Square Measuring tape Hand Tools: Acetylene Cylinder Spanner Power Tools: Angle Grinder, Chop Saw, Power Wire Brush Check valves Cutting attachments Combination square Friction Lighter Spirit level Tip Cleaner Ruler Filler Metal Low Carbon Steel (mild steel) up to 3.2 mm. (10 guage) Mild steel plate ( 1 / 16 inch) up to 6.2 mm ( 1 / 4 inch) Process Safety observe sequence and safety rules in preparing equipment put on PPE set up oxygen fuel cutting equipment adjust oxy fuel working pressures check for leaks light oxygen fuel cutting torch and adjust flame cutting equipment is prepared 1.5 join pieces of metal using oxy fuel welding techniques cut two welding coupons of sheet metal 150 mm. x 75 mm x 1.6 mm thickness and prepare faces for lap or butt joint oxy fuel welding techniques including how to measure, cut, fit, assemble and grind pieces of metal welding techniques are completed in correct sequence and safety regulations are observed 14

15 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when 1.6 join pieces of metal by brazing and silver soldering 1.7 carry out interactive workplace communication use soldering techniques, procedures and materials to join pieces of metal to create a lamp a letter box brackets of varying sizes make a written or oral report to a supervisor concerning an accident you witnessed on a worksite where safety regulations were not observed tack joints use procedures to minimize distortion complete weld check for soundness of joints by visual examination shut down oxy fuel equipment (a) the techniques, procedures and materials used in soldering and de- soldering- select filler metal select flux (paste, liquid. powder) heat filler metal above c apply flux remove excess flux allow to cool (b) safety hazards associated with the use of soldering materials rules and regulations recommended by the Occupational Health and Safety Act the importance and implications of being able to communicate effectively with others both in the workplace and in all aspects of life the elements of good reports including accuracy of time, names and place, distinguishing between fact and opinion, and attention to minute details, such as, the context in which the report is being made. electrical conductors are connected by means of soldering communication is made in written or spoken English N.B The trainee/student should prove competence in all performance criteria (1.1 to 1.7) to be certified as competent in this Module 15

16 Minimum resources required for this Module GEAR EQUIPMENT TOOLS OTHER Overalls Cylinder Hacksaw and blades Safety Manual for the OH&S Goggles and glasses Hose Combination Spanner Cleaning agents Hard hat and hard cap Tips Angle Grinder, Storage space Earplugs/muffs Nozzles Chop Saw Low Carbon Steel (mild steel) up to 10 guage Dust masks/respirator Friction Lighter Power Wire Brush Low Carbon steel plate up to 5mm. Gum boots Tip Cleaner Steel and galvanized pipes up to 50mm Gloves Filler Metal Fire extinguisher Spats Sand barrel Tongs Tutors may find the following resources useful for this Unit Video equipment Digital camera Camcorder Website of the American National Standards Institute (ANSI):: ANSI.org Website of the American Welding Society (AWS): AWS.org Suggested Teaching, Learning and Assessment Strategies 1. Student/trainee may visit industries to observe safety attire, tools and equipment used in different contexts. Student may take notes and present to the class 2. Student/trainee may simulate activities where he or she creates a safety manual for use in Welding 3. Tutor may invite officials from OH&S, Fire Department or Industry to host panel discussions with students who are then questioned by the tutor or be subjected to a quiz where teams compete based on information obtained in the panel discussion. 4. Using safety regulations contained in the Occupational Health and Safety Act, the tutor may design activities tests in which students a) identify safety tools and equipment used for different tasks in the Module b) explain how the equipment works c) suggest the suitability of the equipment for use in emergency situations, for example, flooding and electrical fires d) suggest other types of safety equipment that may be used 5. Students portfolio may be examined to ensure that all relevant safety regulations are observed whenever they perform a task in the various Units in the Module. This assessment will form part of the attitudes and values (employability skills) segment of the trainee s evaluation. 16

17 6. The tutor may arrange various competitions for individuals or groups using safety issues as a theme in situations listed below. It is important thattrainees be allowed to assess themselves and their peers by creating their own criteria for judging and collectively deciding on the winner whose piece is appropriately displayed. a calypso competition at carnival time parang competition at Christmas time video competition where students with access to camcorder or cell phone produce a documentary highlighting safety hazards in their community poster competition where groups or individuals create logos or mottos on electrical safety SAMPLE ASSIGNMENT FOR PROBLEM SOLVING: INTERACTIVE COMMUNICATION IN A WORKSHOP ENVIRONMENT Rules 1. Instructor may arrange the class into three or four groups with no fewer than six in each group. 2. Each group should select a leader 3. The leader should discuss with the group the Guidelines for good reporting presented below 4. On completion of the task, each group should display their completed work on a board. 5. The winner will be decided by the tutor after class discussion of the points listed in the mark scheme. The passage below is written in haphazard sequence and describes what took place in an accident while welding a roof. Arrange the report in proper sequence using ONLY the information that is relevant for reporting Three of the workers had to be taken to hospital by ambulance. Only one worker appeared to be critically ill. It was a bright and sunny day. The sparks from the welding rod accidentally lit a piece of cloth that was left on the floor. Workers should always make sure that the working environment is clean. The time was 10 am. Ramesh complained that the welding plant was malfunctioning. The supervisor always complained about workers leaving litter all over the floor. It was Sunday 10 th February Panorama preliminaries were going on in the Savannah. Sean, the welder, was talking to Paul and not paying attention to what he was doing. Peter told me that Paul and Sean were best friends. The building on which they were working was on French Street, Woodbrook. No one in the construction firm cares about OSHA. Ramesh was close enough to see what was happening. Despers won the panorama. GUIDELINES FOR GOOD REPORTING 1. The report must be accurate in stating (i) what happened; (ii) when it happened: (iii) how it happened; (iv) who were the persons involved 2. If you do not have the answer to any of the questions above, do not give an opinion 3. The report must be written or, if spoken, must be in simple English 4. Report only on what you saw and heard, not on what you thought happened or what somebody told you. 17

18 5. Give information relevant to the accident only, nothing else. MARK SCHEME marks: Group selected the information in proper sequence and included no irrelevant information marks: Group selected the information in proper sequence and included fewer than three pieces of irrelevant information 9-5 marks: Group selected the information but had problems with sequencing and included more than three pieces of irrelevant information 0-4 marks: Group selected the information with little or no regard for sequencing and displayed little or no regard for relevance of information 18

19 MODULE 2: DRAWING AND INTERPRETING SKETCHES AND SIMPLE DRAWINGS On completion of this Module, Student/trainee will be able to draw and interpret simple drawings and sketches This Module covers aspects of SIX Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMCOR0091A Draw and interpret sketches and simple drawings MEMCOR0131A Undertake interactive workplace communication MEMCOR0051A Perform related computations (Basic) MEMCOR0161A Plan to undertake a routine task MEMCAC0011A Perform technical computations - basic MEMCOR0081A Mark off/out (general engineering) Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when Element 2: Draw and interpret sketches and simple drawings 2.1 identify parts of a draw the outline of a welding sketch and welding drawing insert its component parts below title block revision block drawing number reference and dash numbers scale bill of material 2.2 identify welding symbols on a simple sketch or drawing insert welding symbols below on a welding drawing or sketch fillet weld groove weld groove angles the location, meaning and component parts of a sketch the different symbols used in welding drawings and their meanings Fillet Size of weld Length of weld Length and pitch of intermittent weld Contour requirements location of parts of a drawing is identified welding symbols are identified 19

20 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when Groove Bevel edge Chamfer edge Double bevel edge J groove edge Double J groove edge Groove angles 2.3 distinguish among line types insert line type variations on a simple drawing or sketch 2.4 identify joint types Insert welding symbols for types of joints on a sketch or blueprint drawing 2.5 sketch free hand drawings 2.6 read welding drawings/diagrams make a pictorial drawing of a metal gate, drawn to good proportion and featuring all relevant symbols and joint types draw a sketch or simple welding drawing of a tee joint line type variations: section short break phantom center dimension extension hidden full joint types: lap tee butt : square, single bevel, single V corner edge location of parts of the drawing symbols: fillet, groove and angles line type variations joint types scale and proportion lines, scale, dimensions, symbols and abbreviations used in sketches making estimates of space and distance basic mathematics: addition, subtraction, multiplication, division different line types arte identified joint types symbols are identified free hand sketch is drawn drawings are interpreted and item is fabricated 20

21 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when concepts of perimeter, radius, area, angles, volume that drawings and sketches act as a safeguard against making errors in the execution of the task N.B The trainee should prove competence in all performance criteria (2.1 to 2.6) to be certified as competent in this Module Minimum resources required for this Unit Paper and pencil Drawing paper List of welding symbols Tutors may find access to the internet a useful resource useful for this Unit Suggested Teaching, Learning and Assessment Strategies Sample Assignment 1. Tutor may sketch a welding plan and demonstrate to trainees how the plan is actually represented in a building 2. Trainees may be assigned to draw a welding plan for a welding table 3. Trainees may simulate drawing welding plans for constructing items in different contexts and environments 4. Trainees may be assigned to do an internet search for welding drawings and allowed to present an interpretation to the class Students are given a welding plan of the structure of a steel duplex and are assigned to insert all welding symbols according to regulations 21

22 MODULE 3: OXYACETYLENE/ METAL ARC WELDING On completion of this Module, Student/trainee will be able to perform basic welding using manual metal (shielding) arc welding process (SMAW) This Module covers aspects of FOURTEEN Units of competency standards for TTNVQ and CVQ qualifications as shown in the Table below Unit Number Unit Title MEMFAB0111A Perform basic welding using manual metal arc welding process (MMAW) (basic) MEMCOR0141A Follow principles of Occupational Health and Safety (OH&S) in Work Environment MEMMAH0081A Perform Housekeeping Duties MEMCOR0131A Undertake interactive workplace communication MEMCOR0161A Plan to undertake a routine task MEMFAB0151A Prepare for oxyacetylene/metal arc welding processes MEMCOR0171A Use graduated measuring devices MEMCOR0191A Use hand tools MEMCOR0051A Perform related computations basic MEMFAB0081A Assemble fabricated components (basic) MEMMAH0071A Perform manual handling and lifting MEMFAB0131A Repair/replace/modify fabrications (basic) MEMFAB0141A Develop geometric shapes (basic) Suggested Contact Hours: Industry experts have advised that approximately 80 contact hours will be required for the average trainee to acquire the competencies contained in this Module Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when Element 3: Perform basic welding using shielded metal arc welding process (SMAW) (basic) categorize a set of tools, materials and equipment using the categories listed below and use a marker and masking tape to label each item Category 1: Equipment used in metal arc welding Category 2: Materials used in metal arc welding Category 3 : Hand tools used in metal arc 3.1 identify tools, materials and equipment for use in arc welding the identity of each item listed below 1. Arc Welding machine (AC/DC) 2. Welding cables (electrode holder) 3. Chipping hammer 4. Steel/power brush 5. Grinder 6. Sand bucket 7. Abrasive cutter: Chop Saw 8. Tongs tools, materials and equipment are identified 22

23 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when 3.2 plan to undertake a routine task welding Category 4: Power tools used in metal arc welding Category 5: Safety equipment assemble equipment and select safety gear in preparation for completing a task using the metal arc welding process 3.3 join pieces of metal measure and cut two mild steel coupons 150 mm. x 50 mm. x 6.2 mm. thickness making a tee joint 9. Vice and other work holding devices 10. Bender 11. Low carbon steel 12 mm. ( 1 / 2 inch) 12. flat bar 10 mm. ( 3 / 8 inch) and 5 mm.( ¼ inch) 13. Rectangular (right) hollow section (RHS) 14. Solid round steel bars (various sizes) 15. Fire extinguisher (a) observe sequence and safety rules in preparing equipment: the five key points 1. amperage 2. length of arc 3. speed of travel 4. angle of electrode 5. manipulation Safety gear and equipment Overalls Safety glasses/goggles Hard hat/cap Dust masks/respirators Gum boots Ear plugs/muffs Gloves Spats Aprons Sleeves Mild steel (1) Metal arc welding techniques including how to select appropriate electrode ( E6013, E 7018, E 6010) select current type (AC, DC) measure, cut, fit, assemble and grind metal plans for a routine task are undertaken pieces of metal are joined 23

24 Performance criteria Type of evidence Critical knowledge, skills and attitudes Performance outcome You should be able to You will demonstrate that you can You will show that you know and understand You will become competent when 3.4 repair/replace/modify fabrications 3.5 develop geometric shapes (basic) N.B repair an item of metal furniture using metal arc welding techniques build an equilateral rectangular window frame 100 cm. long by 60 cm. wide using metal arc welding processes tack joints use procedures to minimize distortion complete weld check for soundness of joints by visual examination shut down equipment observe sequence and safety rules in preparing equipment select safety gear apply metal arc welding techniques observe sequence and safety rules in preparing equipment select safety gear apply metal arc welding techniques fabrication is repaired geometric shape is developed The trainee/student should prove competence in all performance criteria (3.1 to 3.5) to be certified as competent in this Module Suggested Teaching, Learning and Assessment Strategies 1. Student/trainee may be assigned to use a camera to compile a pictograph of interesting structures developed using arc welding techniques for their portfolios 2. Tutor may assign students to repair tables, chairs and other pieces of furniture commonly found around the house using arc welding techniques 3. Tutor may assign students to develop a board containing all different used in construction for display in the workshop Exercise on safety Match the hazards on the left with the safety gear or precaution on the right. Each correct answer is worth 3 marks. The first one is done for you. 1. Hard Boots A. Dust 2. Hard hat/cap B. Noise 3. Safety glasses/goggles C. Falling objects 4. No jewelry D. Waste materials 5. Face masks/respirators E. Flying objects 24

25 6. Ear plugs/muffs F. Exposure to ultra violet light 7. Gloves G. Electrical shocks 8. Dust mask/respirator H. Burns 9. Overalls G. Chemicals Answer for number 2 Hard hat/cap matches with letter C, falling objects. Now complete the remaining eight items. \ 25

26 APPENDIX I STUDENT/TRAINEE SELF EVALUATION/ASSESSMENT FORM This form should be administered to students at the end of each Module. Trainees and tutors may use the profile to diagnose students readiness for advancement to the next Module or Level. On completion tutor should discuss the results and allow students to adjust their score in light of the discussions Foe each statement put a tick in one of the boxes on the right. When all TEN ticks are entered, enter the totals in row #11(Total number of responses in each column). Multiply the number for each column by the number in the top row (1, 2, 3 or 4) and enter those numbers in row #12. Add up these four numbers and enter the total as your audit score (row 13). This is your evaluation score. An interpretation of your score is provided overleaf. 1. I can do every task in the Module repeatedly and without error 2. I know what to do to improve my performance in the course 3. I am punctual and regular to my classes 4. I ensure that I am clean and well-dressed 5. I wish others good morning and say please and excuse me when the situation demands that I do so 6. I feel that I am a part of a good team and contribute willingly to the success of any group I am a part of Never (1) Sometimes (2) Most Times (3) Always (4) 7 I believe that problems should be solved by discussion instead of violence 8. I believe that women should be given equal pay as men if they do a similar job 9. I believe that the dumb, deaf, blind and elders should be given the same rights as everyone else 10. I believe that it is my duty to preserve the environment so that younger ones could have a good life 11. Total the number of responses in each column 12. Multiply the responses by each column s number at the top 13. Add the results for your total evaluation score 26

27 What my score means 40 to 31 **** If you have answered truthfully and the tutor agrees with your score after discussion, it indicates that you are the equivalent of a four-star general and you are very competent in the course. You are working at the highest level and everyone including your tutor, family and friends will be very proud of you. When groups are being selected, you will be called upon to lead. If you continue your studies to Level 2 and beyond, you will advance to the highest ranks in your field and be able to create your own business or choose whichever firm you want to work with. For you, the sky is the limit. 30 to 21 *** If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a lieutenant and you are competent in the course. You work well but there are areas that need improvement. You should identify those areas and develop a plan to bring yourself up to the four-star level. This may involve seeking advice from your tutor and practicing on your own so that you perform better the next time around. Your motto should be I will never give up until I get it right. 20 to 11 ** If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are the equivalent of a private and you not yet competent in the course. You are intelligent and could work well if you wish, but for now you may be distracted by other things. You need to develop an improvement plan and speak to your tutor and others who could help you improve. 10 and under If you have answered truthfully and the tutor agrees with your score after discussion, your score indicates that you are incompetent and yet to achieve a star in the course. You are probably absent most of the time, do sloppy work and would prefer to be somewhere else if given a free choice. If you want to continue with the course, you should go to a good friend, family member, pastor or anyone you trust and explain to them the difficulties you are experiencing. Together, you could develop a plan to help you to improve. If you have reached Module 3 and there are no signs of improvement, you need to be honest with yourself, quit the course and find some other occupational area with which you are more comfortable. 27

28 APPENDIX II PROCESSES USED FOR CVQ CERTIFICATION The Caribbean Vocational Qualification (CVQ) is an award that represents achievement of a set of competencies which define core work practices of an occupational area, consistent with the levels articulated within the regional qualification framework. To earn an award, candidates must demonstrate competence in reaching CARICOM-approved occupational standards developed by practitioners and employers. These standards are organized in this curriculum in modules and units. Candidates may earn unit awards towards achieving a complete CVQ. There are five steps in the granting of a CVQ. These are listed below. 1) ASSESSMENT PLANNING Candidates are informed ono What competencies or outcomes will be assessed o What methods of assessment will be used o Where and when the assessment will occur o Criteria for determining the performance level o Criteria for reporting the competencies 2) COLLECTING EVIDENCE Evidence can be collected by the following methodso Direct Method observation, oral question process evaluation o Indirect Method product evaluation, written tests, candidates self assessment o Supplementary portfolio, project report on field trips, training records, pictures, work journals 3) JUDGMENT OF COMPETENCY Candidates competency can be judged on the following principles: o Validity assessment assesses what it sets out to measure o Reliability the same result is produced on different occasions and with different assessors o Authentic evidence produced by the candidate and not someone else o Sufficiency evidence is enough to prove competence, that is, all critical aspects of evidence are assessed o Currency candidate is up to date on use of current methods, equipment and tools relevant to occupation 4) REVIEW/ FEEDBACK AFTER ASSESSMENT Feedback/Review: o Given immediately after the assessment on the assessment process and outcome o Clear and constructive so that candidates understand evaluation of performance and are motivated to improve o Includes self assessment by candidate and also appeals procedure o Reflection - teacher reviews methods and procedures for improvement 28

29 5) COMPLETING ASSESSMENT RECORDS Completing the Assessment Package which involves two sections: o Administration o Data Collection STAKEHOLDERS INVOLVED IN THE CVQ PROCESS: THE ROLE OF THE NTA The role of stakeholders and the processes involved in granting a CVQ are described below in detail. National Training Agency (NTA) Register Training Providers Approve Programs Train and certify Instructors, Assessors and Verifiers Train External Verifiers Conduct Quality Assurance Conduct Facilities Audit Monitor and Evaluate Collaborate with the Ministry of Education in the implementation Provides quality assurance and certification of the programme Participate in an annual review of the project Institution, Industry and Community Based Programmes Develop Curriculum Materials Transform Standards into Curriculum Provide Equipment and Consumables Provide professional development for instructors Monitor and evaluate Develop system of placement for workplace External Verifiers (EV) External Verifiers are appointed by the National Training Agency from industry and are independent of the training institution or organization. They are trained by the NTA. They audit the Assessment and Internal Verification processes to ensure that they meet CARICOM, CXC quality standards. 29

30 Internal Verifiers (IV) They ensure that the Assessor is performing assessments according to the established CARICOM Approved Standards. Internal Verifiers are required to sample assessment records and assess candidates to ensure that the assessment evidence is reliable. External Verifiers (EV) External Verifiers are appointed by the National Training Agency from industry and are independent of the training institution or organization. They are trained by the NTA. They audit the Assessment and Internal Verification processes to ensure that they meet CARICOM, CXC quality standards. 30