Adapted Curriculum and Assessment Policy Statement for Schools of Skills and Schools with Skills Units. Automotive Spray Painting. Year 1, 2, 3 and 4

Transcription

1 Adapted Curriculum and Assessment Policy Statement for Schools of Skills and Schools with Skills Units Automotive Spray Painting Year 1, 2, 3 and

2 PREFACE TO THE SKILLS CURRICULUM This Curriculum and Assessment Policy Statement has been adapted to meet the needs of learners who experience barriers to learning and who have been placed in a School of Skills. It has been designed to enable learners who continue their schooling at a School of Skills to develop to their potential based on a curriculum that supports their cognitive ability. These learners are afforded the opportunity to achieve in areas where they can be successful, such as learning a skill. The skills curriculum document provides the content and skills to be taught across the four years. It is based on the curriculum as developed with teachers and is aligned to the SAQA qualifications used for skills development in South Africa. This curriculum document has also been unpacked as an Annual Teaching Plan that will act as an exemplar for the sequencing and pacing of teaching, learning and assessment per term across the four years. Year One is an orientation year and learners must be exposed to a minimum of two vocational skills so that they can select a skill they will continue from Year Two. The content in Year One could be spread over one or two terms. This will differ from school to school depending on the programme for the year. Where content for Year One is based on one term only, schools must expand on the work to cover two terms workload. Schools that offer more than the minimum two skills in Year One may adapt the Annual Teaching Plan for Year One to accommodate their rotation system to expose learners to more skills e.g. schools may offer a skill per term for Terms 1, 2 and 3 and learners then select the skill they will specialise in and start it in Term 4. It is important that learners in Year One experience the core competencies of the skills so that an informed choice can be made. Years Two, Three and Four are the critical years for learners in a School of Skills. It is important that learners are exposed to all the Exit Level Outcomes, Specific Outcomes and Assessment Criteria per selected vocational skill, acknowledging that not all learners will be successful in all of these. The certificate awarded in Year Four will indicate all Exit Level Outcomes and the learner s demonstrated level of competence. It is envisaged that all learners in a School of Skills will exit the school with an appropriate Certificate of Attainment endorsed by the WCED. It is hoped that this certificate will enable them to access further or higher education or to be part of the world of work. ACKNOWLEDGEMENT A special word of appreciation and thanks go to all in the Western Cape Education Department and to the teaching staff in the Schools of Skills whose efforts made this document possible.

3 CONTENT Page SECTION 1 Introduction to the Adapted Curriculum and Assessment Policy Statement... 1 SECTION 2 Introduction to Automotive Spray Painting... 7 SECTION 3 Unpacking the Exit Level Outcomes...11 SECTION 4 Assessment...89 SECTION 5 References...97

4 SECTION 1 INTRODUCTION TO THE ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT 1.1 Overview General aims of the South African Curriculum (a) (b) The National Curriculum Statement Grades R - 12 gives expression to the knowledge, skills and values worth learning in South African schools. This curriculum aims to ensure that children acquire and apply knowledge and skills in ways that are meaningful to their own lives. In this regard, the curriculum promotes knowledge in local contexts, while being sensitive to global imperatives. The National Curriculum Statement Grades R - 12 serves the purposes of: equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills and values necessary for self-fulfilment, and meaningful participation in society as citizens of a free country; o providing access to higher education; o facilitating the transition of learners from education institutions to the workplace; and o providing employers with a sufficient profile of a learner s competences. (c) The National Curriculum Statement Grades R - 12 is based on the following principles: o Social transformation: ensuring that the educational imbalances of the past are redressed, and that equal educational opportunities are provided for all sections of the population; o Active and critical learning: encouraging an active and critical approach to learning, rather than rote and uncritical learning of given truths; o High knowledge and high skills: the minimum standards of knowledge and skills to be achieved at each grade are specified and set high, achievable standards in all subjects; o Progression: content and context of each grade shows progression from simple to complex; o Human rights, inclusivity, environmental and social justice: infusing the principles and practices of social and environmental justice and human rights as defined in the Constitution of the Republic of South Africa. The National Curriculum Statement Grades R 12 is sensitive to issues of diversity such as poverty, inequality, race, gender, language, age, disability and other factors; o Valuing indigenous knowledge systems: acknowledging the rich history and heritage of this country as important contributors to nurturing the values contained in the Constitution; and ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 1

5 (d) Credibility, quality and efficiency: providing an education that is comparable in quality, breadth and depth to those of other countries. The National Curriculum Statement Grades R - 12 aims to produce learners that are able to: o identify and solve problems and make decisions using critical and creative thinking; o work effectively as individuals and with others as members of a team; o organise and manage themselves and their activities responsibly and effectively; o collect, analyse, organise and critically evaluate information; o communicate effectively using visual, symbolic and/or language skills in various modes; o use science and technology effectively and critically showing responsibility towards the environment and the health of others; and o demonstrate an understanding of the world as a set of related systems by recognising that problem solving contexts do not exist in isolation. (e) Inclusion and the National Curriculum Statement Education White Paper 6 - Special Needs Education: Building an Inclusive Education and Training System commits the state to the achievement of equality, non-discrimination and the maximum participation of all learners in the education system as a whole. Education White Paper 6 makes it an imperative that the education and training system must change to accommodate the full range of learning needs, with particular attention to strategies for instructional and curriculum transformation (Department of Education, 2001 p. 11). These principles also underlie the new Curriculum and Assessment Policy Statement (CAPS). One of the most significant barriers to learning is the school curriculum. Barriers to learning arise from the different aspects of the curriculum such as the content, the language, classroom organisation, teaching methodologies, pace of teaching and time available to complete the curriculum, teaching and learning support materials and assessment (Department of Education, 2001, p.19). In responding to the diversity of learner needs in the classroom, it is imperative to ensure differentiation in curriculum delivery to enable access to learning for all learners. All schools are required to offer variations in mode of delivery and assessment processes to accommodate all learners. Respecting diversity implies a belief that all learners have the potential to learn. Inclusivity should become a central part of the organisation, planning and teaching at each school. This can only happen if all teachers have a sound understanding of how to recognise and address barriers to learning, and how to plan for diversity. The key to managing inclusivity is ensuring that barriers are identified and addressed by all the relevant support structures within the school community, including teachers, District-Based Support Teams, Institutional-Level Support Teams, parents and Special Schools as Resource Centres. To address barriers in the classroom, teachers should use various curriculum differentiation strategies such as those included in the Department of Basic Education s Guidelines for Inclusive Teaching and Learning (2010). ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 2

6 1.2 Background to curriculum adaptation and differentiation The right of every child to access quality education is enshrined in South Africa s Constitution. In 2001, the Minister of Education launched Education White Paper 6, the Policy on Inclusion, which spells out how barriers to learning should be removed from, and how inclusive education should be gradually introduced into the entire education system. Learners who experience barriers to learning need to be able to exit school with an appropriate certificate of attainment, which would enable them to access further or higher education or to be part of the world of work. The profile of a learner placed in a Special School: School of Skills, which offers an adapted curriculum programme may be identified by the following characteristics: The learner o is 14 or 15 years old o has received extensive, documented support in the mainstream school o experiences moderate cognitive barriers to learning which cause very poor scholastic progress. The learner s lack of progress may be so severe that he/she will only be able cope on a Foundation Phase level o is not severely or profoundly intellectually disabled o does not experience serious behavioural learning barriers o may experience a short attention span o may have a very poor reading ability o attends school regularly, but does not reap the benefits of the curriculum in spite of support efforts o may have spent more time in both Foundation and Intermediate Phase, without showing significant improvement o is usually functioning 2 years and more below his/her age cohort and is seriously at risk of leaving school early, without attaining skills to enter the world of work successfully o will benefit by a vocational / practical approach to the curriculum o will develop skills in order to be able to enter the job market. These learners have the right to follow an adapted and differentiated curriculum to achieve their academic goals. The academic curriculum content must not be seen as a watered down version of the mainstream curriculum, but an accurate as possible reflection of the learner s functioning level. Therefore each leaner should have access to the standard of assessment best suited to his/her needs. The curriculum should be offered in flexible groups to allow straddling to take place. Each leaner should be respected as an individual with unique strengths and barriers to learning. These learners must further be afforded the opportunity to achieve in areas where they can be successful, such as learning a skill. In the majority of cases it has been found that learners, who do not achieve academically, often benefit and ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 3

7 excel through learning a skill. Thus teachers have an important responsibility to make sure that all learners from whatever background are appropriately catered for in the learning environment. In this instance teachers are therefore required to monitor their own beliefs, attitudes and behaviours when responding to learners. They should consider the unique needs of learners when designing and placing learners in appropriate learning programmes. It is expected that teachers together with the parents must ensure that learners participate in academic and skills programmes that helps them achieve to the best of their abilities The introduction of the Skills Qualification This is a new way of thinking to provide for learners who are not able to reach their full potential in mainstream schooling. The proposed Skills Qualification aims to offer learners with special needs an alternative learning pathway that: o o o o o o Is standardised across the schools offering skills curricula Is aligned with curriculum policies and relevant skills addresses the learner s need to experience success by building on the strengths of the learner rather than focusing on deficits determines the appropriate placement of the learner in a specific pathway of learning provide the learner with a qualification in a chosen field of work and provide the employer with appropriate information. The purpose of this skills qualification is to provide an adapted curriculum which may lead to a further qualification at a later stage. Alternate methods of teaching and assessments based on alternate attainment of knowledge (content, concepts and skills), for learners who experience moderate cognitive learning barriers forms part of the skills qualification. It must allow learners to acquire knowledge and skills that are aligned to the world of work. Each skills course is based on defined concepts and skills to provide learners with a passport to life-long work and citizenship. The adapted skills curriculum is aligned to existing SAQA qualifications so that it can be recognised in the workplace, for Recognition of Prior Learning (RPL). 1.4 Time Allocation Teaching and learning within a five day cycle is 27½ hours. It is envisaged that 50% of the notational time be allocated to skills training with sufficient learning and practice time to develop skilled routine work competence. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 4

8 The table below proposes the possible instruction time and credits allocated per subject in an academic year for a learner to be considered for a skills qualification. Subject Fundamentals: 2 1. Home Language (Level 1, 2,or 3) 2. First Additional Language 3. Mathematics (Level 1, 2 or 3) Core: 3 1. Life Skills (EMS and SS) 2. Natural Sciences and Technology (Not in year 1) 3. Creative Arts 4. Physical Education / Sport Time allocation per week Example: (periods in minutes per week) 5x45min (Could be 4 periods in Y 2.3.4) 2x45min (Could be 3 periods in Y 2.3.4) 4x45min 4x45min 1x45min 1x45min 1x45min Credits 1 14 Credits 12 Credits 14 Credits 14 Credits 2 Credits 2 Credits 2 Credits Electives: 1. Skills: 18x45min 60 Credits List of 19 electives Developed in 2011 Developed in 2012 Ancillary Health Care Art and Crafts Hairdressing Automotive Body Repair Bricklaying and Plastering Basic Welding and Metal Work Mixed Farming Hospitality Studies Early Childhood Development Office Administration 1.5 A Learning Programme Automotive Repair and Maintenance Automotive Spray Painting Beauty and Nail Technology Maintenance Housekeeping Needlework and Clothing Basic Sheet Metal Work Upholstery Woodworking The National Strategy on Screening, Identification, Assessment and Support (SAIS) will be used to determine whether a learner is eligible to follow an adapted curriculum and assessment programme in a special school. Learners will complete a four year learning programme o YEAR 1: A bridging year to support learners in the academic programme based on pre-testing and post- testing. Learners will be exposed to a minimum of two different skills to determine their strengths as well as their interests. Natural Sciences and Technology will not be offered in year 1. Formal recorded assessment only for Languages and Mathematics in year 1. 1 A credits is based on 10 hours of notional time calculated on 32 weeks per academic year 2 The curriculum will focus on the full band within the GET curriculum CAPS 3 The curriculum will focus on the full band within the GET curriculum CAPS ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 5

9 o o o YEAR 2: Teaching and learning is based on needs identified in post testing, and learner s selected skill from orientation year. YEAR 3: Teaching and learning is based on learners needs, and learners continue with selected skill. YEAR 4: Teaching and learning is based on learners needs, and learners continue with selected skill. Language: Home level 1 FUNDAMENTAL 40 Credits Language: First Add A LEVEL 1 QUALIFICATION (120 credits 4 per year) (A four year learning programme) ACADEMIC CAPS (adapted Grade R-9) 50% of contact time MATHS level 1 Or level 2 Or level 2 Or level 3 Or level 3 APPLIED KNOWLEDGE CORE 20 Credits Life Skills / LO With (SS & EMS) Natural Sciences & Technology Creative Arts Physical Education / Sport SKILLS SAQA ALIGNED 50% of contact time ELECTIVE 60 Credits Year 1: 2+ skills Year 2: 1 skill Year 3: 1 skill Year 4: 1 skill 14 credits 12 credits 14 credits 14 credits 2 credits 2 credits 2 credits 60 credits 4 One (1) credit equals 10 hours of notional time ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 6

10 SECTION 2 INTRODUCTION TO AUTOMOTIVE SPRAY PAINTING 2.1 Definition Vehicle damage resulting from everyday collisions can be repaired, and vehicles can be refinished to look and drive like new. This damage may be relatively minor, such as scraped paint or a dented panel, or major, requiring the complex replacement of parts. Such repair services are performed by trained workers. Automotive Spray Painting is the ability to understand and apply the relevant theory of the different types of paint and primer compositions and materials that are used in a paint shop where high quality finishes need to be produced to ensure customer satisfaction and compliance to industry requirements. Hand skills also play an important role in this qualification and successful learners will need to apply hand skills in completing their tasks. 2.2 Unique Features and Scope Automotive spray painting course teach artisans how to repair and paint vehicles. This course is subjected to the ever increasing new technologies of paint application methods and materials. It aims at achieving complete competence in all aspects of vehicle maintenance through the progressive series of qualifications which includes mechanical, electrical and coach works (panel beating and spray painting). Automotive spray painting course requires the ability to understand and apply the relevant theory of the different types of paint and primer compositions and materials that are used in a paint shop where high quality finishes need to be produced to ensure customer satisfaction and compliance to industry requirements. Hand skills also play an important role in this qualification and successful learners will need to apply hand skills in completing their tasks This necessitates that learning programmes are developed so that learners entering this field of learning are introduced to this new technology at an early stage of their career Automotive spray painting course will teach how to safely prepare a range of vehicle spray painting materials, equipment and motor vehicles for the application of a range of paint finishes to an auto body including clear over base, multilayer/pearl and air- dry enamel/polyurethane. It will teach how to match colours. Automotive spray painting course will teach how to iidentify and select all required tools and equipment that will be used in the industry. Learners will also be required to explain to the facilitator the reasons why you have chosen these tools and equipment. They should learn to restore the work area, clean the equipment and do proper housekeeping. This must be conducted taking into account the health and safety requirements. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 7

11 Learners should demonstrate a basic understanding of vehicle maintenance such as: washing, cleaning and polishing as they are introduced to the automotive spray painting industry and exposed to body repair methods using available technology. Learners must be able to demonstrate competence in knowledge, skills, attitudes and values in automotive spray painting standards. The rapid increase in the introduction of new technology for body repair must be taken into consideration. Appropriate computer skills must be developed to meet the challenges of the industry. The scope of this qualification is to give learners the opportunity to: o o o o Gain an understanding of the different types of paint and primer compositions and materials that are used in a paint shop Develop skills, knowledge and attitude to prepare a part for paint application, apply spray paint techniques and identifying paint defects and understand their causes Develop a career path with greater security of employment within the automotive spray painting industry. Obtain Recognition of Prior Learning for the basic skills and knowledge gained to be used for further qualification when employed in the automotive spray painting industry The purpose of this qualification is to provide learners with the standards and the range of learning required to work effectively in the automotive spray painting industry. This qualification will enable learners to meet the challenges of an industry that has shown a rapid increase through the introduction of new technology in spray painting methods. This qualification also serves to develop new skills for new technology. It creates an infrastructure of sound technological support and opportunities in a labour market with a growing demand to recognise people for their skills and to meet the challenges of the automotive spray painting environment. After completing this qualification learners will be able to: o Use and maintain automotive spray painting workshop tools and equipment. o Prepare a vehicle for automotive spray painting work. o Performing a surface preparation on a body panel o Mask and de-mask a vehicle in a paint shop environment o Apply sealers and cavity fillers on vehicles to prevent ingress of water, thereby causing rust or corrosion, reduce noise on vehicles, and prevent stone chips as necessary o Polish painted automotive panels to eliminate paint imperfections and enhance gloss levels. o Inspect and report on automotive spray painting system conditions. o Communicate with peers and supervisors in an automotive work context. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 8

12 2.3 Exit Level Outcomes: The first category of exit level outcomes relates to learners using and maintaining automotive workshop tools and equipment. The learner is able to: 1. Repair non-ferrous metal body components 2. Keep the work area safe and productive 3. Apply fire fighting techniques 4. Perform surface preparation on a body panel 5. Identify the various types of paint, primers, material and their uses 6. Perform masking and de-masking on a vehicle 7. Select, use and care for engineering hand tools 8. Select and use vehicle lifting equipment 9. Apply sealers and cavity fillers on vehicles 10. Perform basic spray painting 11. Maintain spray painting equipment 12. Polish automotive painted panels 13. Conduct an inspection 14. Select, use and care for engineering power tools 15. Maintain the stockroom 2.4 Overview of Teaching and Learning per year Exit Level Outcomes Year 1 Year 2 Year 3 1. Repair non-ferrous metal body components 2. Keep the work area safe and productive 3. Apply fire fighting techniques 4. Perform surface preparation on a body panel 5. Identify the various types of paint, primers, material and their uses Year 4 6. Perform masking and de-masking on a vehicle 7. Select, use and care for engineering hand tools 8. Select and use vehicle lifting equipment 9. Apply sealers and cavity fillers on vehicles 10. Perform basic spray painting 11. Maintain spray painting equipment 12. Polish automotive painted panels 13. Conduct an inspection 14. Select, use and care for engineering power tools 15. Maintain the stockroom ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 9

13 2.5 Critical Cross-Field Outcomes This qualification addresses the following critical cross-field outcomes: 1. Identifying and solving problems in which responses indicate that responsible decisions using critical thinking have been made. 2. Working effectively with others as a member of a team, group, organisation or community. 3. Organising and managing oneself and one s activities responsibly and effectively. 4. Collecting, analysing, organising and critically evaluating information. 5. Communicating effectively using visual, mathematical and/or language skills in the modes of oral/written persuasion. 6. Using science and technology effectively and critically, showing responsibility towards the environment and the health of others. 7. Demonstrating an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation. 8. Reflecting on and exploring a variety of strategies to learn more effectively. 9. Participating as responsible citizens in the life of local, national and global communities. 10. Being culturally and aesthetically sensitive across a range of social contexts. 11. Exploring education and career opportunities. 12. Developing entrepreneurial opportunities. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 10

14 SECTION 3: UNPACKING THE EXIT LEVEL OUTCOMES Exit Level Outcome 1 US ID Repair ferrous and non-ferrous metal body components Outcome Range o Assess the damage includes to read and interpret the job instructions, a visual evaluation and to determine the accessibility. o Auto body components include fixed panels, de-mountable panels and parts. o Body panels include ferrous and non-ferrous metal and plastic panels. o The scope of repair includes to identify the tools and equipment, identify the repair process and material and to determine what must be stripped and assembled. o Quality evaluation includes a visual and physical assessment to check for deformities, curves and contours, lines and surface finish. Specific Outcome 1 Demonstrate knowledge of repair procedures for ferrous and non-ferrous auto body components. Specific Outcome 2 Assess the damage and determine the scope of repair. Specific Outcome 4 Perform a quality evaluation of the repaired panel Explain the different types of repair processes in terms of their advantages and disadvantages for each type of material. Assessment Criterion 3 Explain when to use each type of repair process in consistent with industry requirements. Assessment Criterion 4 Describe procedures for each repair process in manufacturer specifications. Visually inspect the damaged area to determine accessibility for repair, cleaning and stripping requirements. Assessment Criterion 3 Identify the correct tools, equipment and material requirements for the repair process. Identify and correct any deviations from standards and specifications in accordance with workplace procedures Assessment Criterion 3 Establish if the repaired panel is in accordance with manufacturer specifications and customer requirements. Assessment Criterion 4 Identify blemishes and correct in accordance with finished product specifications. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 11

15 Exit Level Outcome 2 Keep the work area safe and productive US ID Outcome Range o Housekeeping includes general cleaning and lifting, pulling, wheeling, positioning and storing of materials, objects, tools and equipment. o Identify and respond to unsafe or potentially unsafe conditions, incidents or acts that may occur while working. Specific Outcome 1 Discuss and explain the purpose of safety equipment and procedures Specific Outcome 2 Identify and explain the purpose of demarcated areas, emergency stops, exits and first aid stations Specific Outcome 3 Use personal protective equipment Specific Outcome 4 Perform housekeeping duties in work area Specific Outcome 5 Identify and respond to unsafe or potentially unsafe conditions, incidents or acts that may occur Demonstrate an understanding of safety issues at work. Establish procedures in a safe manner according to all work undertaken. Assessment Criterion 3 Keep work area in a neat and tidy condition Assessment Criterion 4 Report on safety issues as required. Demonstrate an understanding of safety issues in a workshop Undertake all work in a safe manner according to established procedures. Assessment Criterion 3 Keep work area in a neat and tidy condition Assessment Criterion 4 Report on safety issues as required. Demonstrate an understanding of safety issues at work. Undertake all work in a safe manner according to established procedures Assessment Criterion 3 Keep work area in a neat and tidy condition Assessment Criterion 4 Report on safety issues as required. Demonstrate an understanding of safety issues at work. Establish procedures in a safe manner according to all work undertaken. Assessment Criterion 3 Keep work area in a neat and tidy condition Assessment Criterion 4 Report on safety issues as required. Demonstrate an understanding of safety issues at work. Establish procedures in a safe manner according to all work undertaken. Assessment Criterion 3 Keep work area in a neat and tidy condition Assessment Criterion 4 Report on safety issues as required. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 12

16 Exit Level Outcome 3 Apply fire fighting techniques US ID Outcome Range Specific Outcome 1 Identify different types of fires Specific Outcome 2 Explain and practice fire prevention Specific Outcome 3 Operate basic fire fighting equipment Specific Outcome 4 Perform basic fire fighting procedures. Identify the causes of fire in industry practice. Explain the classes of fires according to industry practice Explain the prevention of fires in relation to general/organizational housekeeping. Explain fire prevention in relation to industry safe practices (OHS Act) and company specific procedures Assessment Criterion 3 Explain the consequences of non-adherence to safe practices in relation to organizational procedures. Identify the basic fire fighting equipment as provided by the organization. Demonstrate the operation of basic fire fighting equipment in organizational procedures. Assessment Criterion 3 Identify the type of fire fighting equipment in relation to specific types of fires. Explain and demonstrate the steps to be taken when fighting fires in organizational procedures. Explain the precautions to be taken when fighting fires according to organizational procedures. Assessment Criterion 3 Describe the steps to be taken when containing fires in organizational procedures. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 13

17 Exit Level Outcome 4 Perform surface preparation on a body panel US ID Outcome Range o Clean includes de-waxing and washing. o Prepare includes hand sanding and hand feather edging. o Abrasives include the applicable grit wet and dry abrasive o Filler includes micro fine stopper. o Restore the work area includes cleaning the work area and clean and store the tools and equipment. Specific Outcome 1 Assessment Criterion Clean the body panel. Demonstrate the various types of panels and their composition Clean panels are in the workplace procedures Specific Outcome 2 Prepare the body panel surface with abrasives Specific Outcome 3 Identify, mix and apply fillers on the body panel in a safe and aware manner. Specific Outcome 4 Interact with others to perform a quality check on the surfaced prepared area Specific Outcome 5 Restore the work area Select the appropriate grit and type of abrasives in the job requirement. Demonstrate and perform the sanding operation in the job requirement Identify and mix the filler in the job requirement Apply the filler in the job requirement Assessment Criterion 3 Explain and demonstrate safe working practises Inspect the prepared surface in accordance with the workplace procedures. Identify and explain flaws in the surface preparation and their cause Clean the work area, tools and equipment and store ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 14

18 Exit Level Outcome 5 Identify the various types of paint, primers, material and their uses US ID Outcome Range o Types of paint include solids, metallic, water bourne, clear coat, hardener, additives and solvents. o Materials include abrasives, fillers, masking and cleaning o Storage includes in demarcated areas, effective ventilation and fire proof, proper sealing of containers and temperature control. o Durability includes optimising shelf life and waste prevention. Specific Outcome 1 Obtain and interpret all available information Specific Outcome 2 Identify the different types of paint and materials. Specific Outcome 3 Explain the different uses of paint, primer and materials Specific Outcome 4 Discuss and explain reasons for product storage and durability processes. Obtain and interpret all available information in the workplace procedures and specifications. Give clear and appropriate examples. Assessment Criterion 3 Refer to appropriate literature when explanations are given. Identify the different types of paint and materials in the suppliers and manufacturers manuals. Explain clear and appropriate examples. Assessment Criterion 3 Refer to appropriate literature when explanations are given. Explain the different uses of paint and materials in the suppliers and manufacturers manuals. Explain and give clear and appropriate examples. Assessment Criterion 3 Refer to appropriate literature when explanations are given. Give clear and appropriate examples and explanations. Refer to appropriate literature when explanations are given. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 15

19 Exit Level Outcome 6 Perform masking and de-masking on a vehicle US ID Outcome Range Identify includes a visual inspection and interpreting all available information Area includes partial and/or the full panel Prepare includes moving the vehicle to the demarcated area, clean the vehicle and identify and obtain the masking material required. Masking material includes masking tape, masking paper, masking machines, wheel covers, vehicle covers, fine line tape and specialised masking material. Repairs are included to the relevant department and the completion of the required documentation. Restore the work area includes cleaning the work area and clean and store the tools and equipment Restore includes de-masking, removing of the overspray and cleaning of the vehicle. Safe working practises are explained and demonstrated. An understanding of SHE procedures is demonstrated. Quality assurance includes checking for masking and de-masking defects, damage to the paint application and incorrect cleaning procedures of the vehicle. Specific Outcome 1 Identify the area to be Identify the area to be masked correctly. masked. Established procedures in a safe manner according to all work undertaken. Assessment Criterion 3 Determine the scope of the masking required in the workplace procedures. Assessment Criterion 4 Reports on safety issues as required. Specific Outcome 2 Prepare the vehicle for cleaning and masking. Specific Outcome 3 Mask the identified area on the vehicle. Specific Outcome 4 Restore the vehicle after the paint application in a safe and aware manner. Follow the appropriate workplace procedures to position, prepared and cleaned the vehicle prior to masking. Identify the appropriate masking material obtained in the workplace. Apply the appropriate masking material and techniques for the specific area. Mask the area in the job requirement. De-mask the vehicle without damaging the paint application. Perform the removing of the overspray and cleaning of the vehicle in the workplace procedures. Assessment Criterion 3 Identify and adhere to safety precautionary measures to be taken during the process. Assessment Criterion 4 Reports on safety issues as required. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 16

20 Specific Outcome 5 Interact with others to quality assure the masking process. Specific Outcome 6 Deliver the repairs and restore the work area. Perform quality assurance with the assistance of a competent person. Evaluate the benefits and difficulties of team work within the learner own work context. Assessment Criterion 3 Give explanations in a clear manner using appropriate examples from learner's own experience. Demonstrate the knowledge of delivering the repairs and the completion of the documentation in the workplace procedures. Exit Level Outcome 7 Select, use and care for engineering hand tools US ID Outcome Range o Engineering hand tools include but are not limited to hand files, spanners, socket sets, specialised sockets, impact sockets, torque wrench, Allen keys, screwdrivers, pliers, clamps, tin snips, hacksaws, chisels, metal shears, hammers, beating files, dollies, spoons, pullers, mallets, bench stakes, files, scrapers, hole punches, anvils and riveters spray guns, sanding blocks, body filler mixing and application tools, textile scissors. o Hand tool maintenance includes sharpening, de-burring, resetting / calibration, de-rusting, oiling, replacing. o Safe working practices include the use of appropriate personal protective equipment. Specific Outcome 1 Select and use Identify and explain all the engineering Engineering hand hand tools and their uses. tools. Give clear and appropriate examples and explanations. Assessment Criterion 3 Refer to appropriate literature when explanations are given. Assessment Criterion 4 Demonstrate the ability to apply the various engineering hand tools in their Specific Outcome 2 Care for and maintain engineering hand tools. different applications. Carry out the maintenance of engineering hand tools in accordance with the applicable requirements and workplace procedures. Confirm the understanding of the maintenance process by responding accurately to task related questions. Assessment Criterion 3 Recognise and report problems, changes and/or malfunctions while working with engineering hand tools. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 17

21 Specific Outcome 3 Work safely with due care for self, fellow workers, equipment, materials and the environment. Explain and demonstrate safe working practises. Demonstrate an understanding of SHE procedures. Exit Level Outcome 8 Select and use vehicle lifting equipment. US ID Outcome Range o Lifting equipment includes vehicle hoists (two post or four post), jacks (floor and hand) and related safety stands and creepers. o Components include electric motor, support posts, control mechanism, platform, slopping plates and the safety mechanism. o Precautionary measures include loading in accordance to hoist specifications, hoist in a safe working condition, area is clear, vehicle correctly positioned on hoist. o Inspect jack before use o Determine load carrying capacity of jack o Position jack correctly to eliminate risk of damage Specific Outcome 1 Discuss the basic Demonstrate how to successfully operate a operation of hoist. automobile lifting equipment. Position and operate lifting equipment correctly. Assessment Criterion 3 Position safety stands correctly. Assessment Criterion 4 Position jacks and place safety stands in the correct manner. Specific Outcome 2 Identify and explain the function of various components related to hoists. Specific Outcome 3 Carry out precautionary measures before operating a hoist. Specific Outcome 4 Operate hoist. Perform pre-inspection of lifting equipment before work is carried out for safety reasons. Adhere to safety precautions. Carry out precautionary measures before operating a hoist. Determine how and where to position jacks and safety stands. Operate electrical hoist and trolley jack. Operate hoist successfully, position jack and safety stands correctly. Assessment Criterion 3 Secure that the stands and jacks are positioned safely under the vehicle when lifted or lowering. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 18

22 Specific Outcome 5 Use a jack. Specific Outcome 6 Use safety stands. Demonstrate the use of a jack including the inspection of the jack before use; determine load carrying capacity and the correct positioning of the jack to eliminate risk of damage. Results achieved Hoist is operated successfully Jack is positioned and operated correctly Safety stands are positioned and used correctly Creepers are used in a safe manner Indicators Pre-inspections on lifting equipment are carried out Safety precautions are adhered to Automobile is correctly secured when lifted and lowered Lifting equipment is used in accordance to pre-scribed procedures Specific Outcome 7 Use creeper. Understanding confirmed Respond to "what if" and "why" questions covering: Positioning of jacks and safety stands Ground surface level Specified tonnages Procedures for lifting and lowering Results achieved Hoist is operated successfully Jack is positioned and operated correctly Safety stands are positioned and used correctly Creepers are used in a safe manner Indicators Pre-inspections on lifting equipment are carried out Safety precautions are adhered to Automobile is correctly secured when lifted and lowered Lifting equipment is used in accordance to pre-scribed procedures Understanding confirmed Respond to "what if" and "why" questions covering: Positioning of jacks and safety stands Ground surface level Specified tonnages Procedures for lifting and lowering ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 19

23 Exit Level Outcome 9 Apply sealers and cavity fillers on vehicles US ID Outcome Range Specific Outcome 1 Demonstrate knowledge of application of sealers and cavity fillers. Specific Outcome 2 Prepare for application of sealers and cavity fillers Explain the purpose of using sealers and cavity fillers is in terms of the manufacturer's design. Explain where and how to position sealer in terms of the function to be performed Assessment Criterion 3 Explain the importance of accurate masking in relation to achieving the required finished in a specific area and not causing contamination of other areas. Assessment Criterion 4 Explain the consequences of not applying sealer correctly in terms of effectiveness of the application and resultant problems. Assessment Criterion 5 Explain the methods of removing old sealer in accepted workshop practices. Assessment Criterion 6 Explain the consequences of applying heat to body panels in relation to the effect on composite structure and rust protection. Remove the existing sealer in manufacturer specifications. Prepare the surfaces in workplace instructions. Assessment Criterion 3 Ensure that masking provides adequate protection to surrounding areas and sufficient access to required application area. Assessment Criterion 4 Cover all vehicles in close proximity for protection in workplace requirements. Assessment Criterion 5 Identify and check tools and equipment required to apply the sealer and cavity filler for functionality prior to commencing with the task. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 20

24 Specific Outcome 3 Apply sealers and cavity fillers. Specific Outcome 4 Apply safety procedures during the application process Specific Outcome 5 Restore work area, complete and process documentation. Confirm the application area against relevant documentation. Identify and match the required texture to existing work on the vehicle. Assessment Criterion 3 Apply sealer according to manufacturer specifications. Assessment Criterion 4 Demonstrate different methods of applying sealer are according to the given situation. Assessment Criterion 5 Remove masking tape at a suitable time to ensure ease of removal and quality of edge. Apply sealer without incident, accident or injury. Use equipment and tools in accordance with workplace and manufacturer requirements. Assessment Criterion 3 Adhere to all workplace safety warnings and required actions before, during and after applying sealer. Assessment Criterion 4 Dispose hazardous materials in workplace and legislative requirements Assessment Criterion 5 Follow applicable SHE procedures during the preparation and application processes. Restore the work area in accordance with workplace and SHE requirements. Clean and store tools and equipment in workplace and SHE requirements. Assessment Criterion 3 Explain consequences of not leaving the workplace in the appropriate state in terms of safety hazards and production. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 21

25 Exit Level Outcome 10 Perform basic spray painting US ID Outcome Range o Prepare includes mounting the part on trestles, clean and sand the part, wash and dry the part and identify the tools and equipment to be used. o Tools and equipment includes the applicable spray gun, air supply, paint mixture, personal protective equipment and masking material. o Spray painting techniques include distance control, application control, angle control, paint thickness and trigger control. o Paint defects include but not limited to runs, fish eyes, blisters and orange peel. o Causes include incorrect settings of the equipment, incorrect techniques, contamination, incorrect curing and incorrect preparation. o Clean and storage procedures includes the stripping and cleaning of the spray gun, disposal of excess paint and materials, the safe storage of the spray painting equipment. Specific Outcome 1 Prepare to apply a paint application on a part. Specific Outcome 2 Perform spray painting techniques on the part in a safe and aware manner. Prepare the part in the workplace procedures to receive the applicable paint application Demonstrate the ability to select and use the appropriate tools and equipment to perform the paint application. Assessment Criterion 3 Confirm the understanding of the process by responding accurately to task related questions. Demonstrate the appropriate spray paint techniques in the part construction. Ensure that the finished paint application is in the standards required for the paint and the part. Assessment Criterion 3 Identify and clearly explain the safety precautionary measures to be taken. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 22

26 Exit Level Outcome 11 Maintain spray painting equipment US ID Specific Outcome 3 Interact with others to identify paint defects and understand their causes. Outcome Range Specific Outcome 1 Demonstrate knowledge of maintaining spray painting equipment. Demonstrate the knowledge and understanding of paint defects and their causes. Give clear and appropriate explanations and examples. Assessment Criterion 3 Referrer to appropriate literature when giving explanations. Assessment Criterion 4 Evaluate the benefits and difficulties of team work within one s own work context. Assessment Criterion 5 Confirm the understanding of the process by responding accurately to task related questions. Identify the types of equipment that require maintenance from a maintenance schedule. Identify the extent of maintenance that can be performed on equipment from manufacturer specifications. Assessment Criterion 3 Describe the point at which maintenance must be conducted according to manufacturer specifications and workplace requirements. Assessment Criterion 4 Explain methods of maintaining equipment in terms of the type of equipment and function to perform. Assessment Criterion 5 Identify cleanable and replacement parts in manufacturer specifications and workplace procedures. Assessment Criterion 6 Describe the consequences of not maintaining equipment in the correct state in terms of the impact on the consistency of application of paint. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 23

27 Specific Outcome 2 Prepare to maintain spray painting equipment. Specific Outcome 3 Conduct maintenance of spray painting equipment. Identify equipment to be maintained from given documentation. Identify the type and extent of maintenance required in accordance with manufacturer specifications and workplace requirements. Assessment Criterion 3 Identify tools and equipment required for the maintenance task and checked for functionality prior to commencing the task. Assessment Criterion 4 Inform relevant personnel of the planned maintenance and downtime of specific equipment in workplace procedures. Assessment Criterion 5 Maintained the equipment in manufacturer specifications and workplace requirements. Clean equipment according to workplace requirements. Use solvents and cleaning agents that are appropriate to the component. Dismantle components and reassemble in manufacturer specifications. Assessment Criterion 3 Identify damage or wear and report it in workplace procedures. Assessment Criterion 4 Replace replacement parts with suitable parts in manufacturer specifications. Assessment Criterion 5 Confirm fluid levels to be in accordance with manufacturer specifications. Assessment Criterion 6 Check maintained equipment for functionality in workplace procedures. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 24

28 Exit Level Outcome 12 Polish automotive painted panels US ID Specific Outcome 4 Apply safety procedures during the maintenance process. Specific Outcome 5 Restore work area, complete and process documentation. Outcome Range Specific Outcome 1 Demonstrate knowledge of polishing painted panels. Conduct maintenance without incident, accident or injury. Use equipment and tools in accordance with workplace and manufacturer requirements. Assessment Criterion 3 Adhere to all workplace safety warnings and required actions before, during and after maintenance. Assessment Criterion 4 Dispose hazardous materials in workplace and legislative requirements. Assessment Criterion 5 Follow applicable SHE procedures during the preparation and application processes. Restore the work area in accordance with workplace and SHE requirements. Clean and store tools and equipment in workplace and SHE requirements. Assessment Criterion 3 Explain in terms of safety hazards and production the consequences of not leaving the workplace in an appropriate state. Assessment Criterion 4 Complete and process documentation in workplace procedures. Assessment Criterion 5 Explain the reasons for various documents in terms of their main functions. Explain the purpose of polishing painted panels in terms of improving gloss or eliminating paint imperfections. Identify which polishing conditions will achieve the required result. Assessment Criterion 3 Identify different polishing materials according to their intended use. ADAPTED CURRICULUM AND ASSESSMENT POLICY STATEMENT (ACAPS) AUTOMOTIVE SPRAY PAINTING 25