ENGINEERING GRAPHICS AND

DESIGN

GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS

GRADE 12

2023

These guidelines consist of 28 pages.

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TABLE OF CONTENTS

1. INTRODUCTION 3

SECTION A (TEACHER GUIDELINES) 4

2. STRUCTURE OF THE EGD PAT 4

3. INSTRUCTIONS FOR THE ADMINISTRATION OF THE PAT 5

4. ASSESSMENT AND MODERATION OF THE PAT 6

4.1 Assessment 6
4.2 Moderation 8

5. CONCLUSION 8

SECTION B (LEARNER TASKS) 9

6. PRACTICAL ASSESSMENT TASK 1 (PAT 1) 10

A civil design project 10

7. PRACTICAL ASSESSMENT TASK 2 (PAT 2) 18

A mechanical design project 18

8. ANNEXURE A: ASSESSMENT RUBRIC 25

9. SIMPLIFIED RUBRIC FOR ALLOCATION AND VERIFICATION OF MARKS 26

10. PAT 2023: SUMMATIVE ASSESSMENT SHEET 27

11. DECLARATION OF AUTHENTICITY 28

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1. INTRODUCTION

The 18 Curriculum and Assessment Policy Statement subjects which contain a practical
component all include a practical assessment task (PAT):

 AGRICULTURE: Agricultural Management Practices, Agricultural Technology

 ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts
 SCIENCES: Computer Applications Technology, Information Technology,
Technical Science and Technical Mathematics
 SERVICES: Consumer Studies, Hospitality Studies, Tourism
 TECHNOLOGY: Engineering Graphics and Design, Civil Technology, Electrical
Technology and Mechanical Technology

A practical assessment task (PAT) is a compulsory component of the final promotion mark
for all candidates offering subjects that have a practical component and counts 25% (100
marks) of the end-of-year examination mark. The PAT is implemented across the first three
terms of the school year. This is broken down into different phases or a series of smaller
activities that make up the PAT. The PAT allows for learners to be assessed on a regular
basis during the school year and it also allows for the assessment of skills that cannot be
assessed in a written format, e.g. test or examination. It is therefore important that schools
ensure that all learners complete the practical assessment tasks within the stipulated period
to ensure that learners are resulted at the end of the school year. The planning and
execution of the PAT differs from subject to subject.

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SECTION A (TEACHER GUIDELINES)

2. STRUCTURE OF THE PAT

The Engineering Graphics and Design (EGD) PAT is a compulsory national formal
assessment task that contributes 100 marks (25%) towards a learner's final NSC mark. It is
therefore regarded as a third NSC examination paper.

The purpose of the PAT is to assess topics, content and concepts, which are contained in
the CAPS, but not assessed in tests or examinations. These are:
 The design process
 The application of the design process
 The quality and neatness of freehand, instrument and CAD drawings
With the inclusion of the research component as part of the design process, content and
concepts that are not included in the CAPS may be included in the PAT. The PAT is
therefore designed to develop a learner's ability to integrate and apply knowledge that is
taught and self-acquired, and to demonstrate attained levels of skills and competency.
The PAT gives the learner an opportunity to apply knowledge in a creative way through the
design process. The learner is also given an opportunity to complete the PAT in an
environment which is more conducive to the creative processes. This environment should
therefore provide the learner with easier access to, and a wider variety of, resource material
than would otherwise be available in a formal test or examination.

The PAT is divided into THREE PHASES:

 PHASE 1: The design process
 PHASE 2: Preparing working and pictorial drawings
 PHASE 3: Creating the PAT file/portfolio

The three PHASES require that the learner demonstrates a clear understanding of, and is
able to apply, the design process. As part of the design process, the learner must be able to
do the following:
 Analyse the given scenario and formulate a design brief, that includes a list of
specifications, constraints and a management plan
 Conduct relevant and usable research
 Use the research in developing ideas/concepts/solutions, analytically and graphically,
using freehand drawings
 Select a final solution that demonstrates a clear understanding of the design brief
 Present the final solution as a set of working drawings and a pictorial (3D) drawing
 Provide clear evidence of continuous self-evaluation during the development of the PAT
 Create a PAT file/portfolio

PHASE 1 and PHASE 2 of the PAT have been designed to give the learner the opportunity
to demonstrate a level of competency and skill that has been attained in the following
drawing methods:
 Freehand drawings, prepared using a pencil and grid/graph paper only
 Instrument drawings, prepared in pencil and using drawing instruments
 CAD drawings, prepared using a CAD program

TWO practical assessment tasks (PATs) are included in this document:

 PAT 1 is a task in the context of civil technology, with an electrical component
 PAT 2 is a task in the context of mechanical technology

With the guidance of the teacher, each learner must select and complete ONE PAT only.
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Elements that make up the PAT mark for Engineering Graphics and Design
ELEMENTS OF THE MARK FOR THE PRACTICAL ASSESSMENT TASK
The design process 25%
The correctness of the working and pictorial drawings 50%
The drawing methods (freehand, instrument and CAD) 25%
TOTAL 100%

3. INSTRUCTIONS FOR THE ADMINISTRATION OF THE PAT

The teacher must provide a copy of and mediate the entire SECTION B (pages 9 to 28)
of this 2023 PAT document to every Grade 12 learner no later than Week 7 of Term 1.

Each phase must be completed and assessed prior to commencement of phase moderation
in Terms 2 and 3, and provincial moderation in Terms 3 and 4.

The phases of the PAT must therefore be completed within the following timeframes:
 PHASE 1: Design process (completed before the commencement of Term 2)
 PHASE 2: Presentation drawings (completed before the commencement of Term 3)
 PHASE 3: Completion of ALL presentation tasks and creation of file/portfolio
(completed in Term 3 before the commencement of the final provincial moderation,
or at the latest, before the commencement of the preparatory examinations).

Although the PHASES could be completed either cyclically or during block times, as
indicated in the CAPS, it is recommended that one entire day per term be allocated for
each PHASE.

Teaching time allocated for the preparation and completion of all three PHASES of the PAT
may not exceed 16 hours. However, additional non-teaching time may be allocated for
the completion of the PAT at the school, but the total time allocated for the completion of
ALL the PHASES of the PAT should NOT exceed 20 hours.

To ensure that the PAT is completed within the stipulated timeframes, it is essential that the
teacher prepares and communicates a management plan/pacesetter with target dates. This
will help learners monitor their own progress, and for the teacher to implement intervention
programmes.

NOTE:
To ensure the integrity of the PAT as a 'third NSC examination paper', the following
additional instructions must be adhered to. Non-compliance to any of these, and afore-
mentioned instructions, will be deemed a serious examination irregularity.
 It is the responsibility of the teacher to ensure that each learner's PAT is of an
appropriate Grade 12 level and complexity.
 ALL presentation requirements of the selected PAT must be strictly adhered to.
 Except for the required research component, ALL the presentation requirements of
the PAT must be completed at school under the supervision of the teacher.
 Explanatory examples, such as graphical illustrations, best practices from previous
years' PATs, etc. may ONLY be presented to the learners during the initial
mediation of the PAT. As these examples may not be given to the learners or left for
them to view after the initial mediation, learners must be encouraged to take notes
during the mediation, but may NOT take any photographs or videos.
 Although the sharing of knowledge and ideas between learners is permissible, no
presentation may be shared or copied as the entire PAT must be completed
individually. ALL the presentations, including the front page, table of contents,
management plan, etc. must be each learner's own original work.

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 Except for clean A4 and A3 drawing sheets and grid/graph paper, NO templates, pre-
prepared pages/drawing sheets, redrawn examples of the site plan, etc. may be
given to the learners in any form or format.
 NO examples of possible or suggested solutions of any component of the PAT may
be provided to, or procured for, the learners in any form or format. This includes,
but is not limited to, examples developed by any individual, group, department,
institution, organisation or business.
 ALL learners must be encouraged to work on their own, with minimal intervention.
Developmental feedback and guidance may ONLY be given on presentations or a
PHASE that has already been attempted/prepared/completed, or when the learner
requests it.
 When learners prepare drawings in CAD, the following must be adhered to:
o The school must provide the facilities, including the CAD program(s) and
computers. The school must hold the licenses of ALL the CAD programs used
by the learners, and NO other programs may be used by any of the learners.
o ALL CAD drawings must be prepared at school under the supervision of the
teacher.
o The opportunity to be trained using a CAD program must be made available to
ALL learners, regardless of whether they use it or not.
o As the teacher remains responsible for assessing both the competence displayed
in using a CAD program and the layout and correctness of the drawing
presentations, he/she must have sufficient knowledge of and skills in the CAD
program used.
o Electronic and hard copy evidence of the history of the stage-by-stage
development of each learner's CAD drawings must be retained at the school for a
period of time as stipulated by the Department of Basic Education (DBE).
o During the moderation process learners may be called upon to explain the
functions and principles of operating the CAD program, and to demonstrate
drawing skills through performing capability tasks.
 The DECLARATION OF AUTHENTICITY, as set out on page 28 of this document, must
be completed and signed by the learner and the teacher prior to the final assessment.
 The SUMMATIVE ASSESSMENT SHEET, as set out on page 27 of this document,
must be completed in full for each learner following the final assessment of the PAT.
 The teacher must ensure that ONLY the completed SUMMATIVE ASSESSMENT
SHEET, DECLARATION OF AUTHENTICITY and relevant CHECKLIST are included
after the table of contents in each learner's completed PAT file/portfolio.

4. ASSESSMENT AND MODERATION OF THE PAT

4.1 Assessment

Assessment of the PAT must be done according to the included and relevant
2023 ASSESSMENT CRITERIA AND CHECKLIST.

Frequent developmental feedback is needed to determine and provide guidance and

support to the learner, as well as to ensure that they are on the right track ('assessment
for learning'). Both formal and informal assessment must therefore be conducted
throughout the development of the PAT. Informal assessment may be conducted by
either a peer or by the teacher.

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The teacher must conduct ALL formal assessment and record the results on the
official mark sheets. The marks of each learner must also be indicated on the official
SUMMATIVE ASSESSMENT SHEET (see page 27), which must be included in the
learner's PAT file/portfolio.

Where a school has more than one Grade 12 EGD teacher, the teachers must assist
one another by conducting PAT assessment as a team. This will ensure a consistent
standard of assessment across all the learners.

The final formal assessment must be completed before commencement of final

provincial moderation or, at the latest, before the commencement of the
preparatory examinations in Term 3.

Once the PATs have been assessed and moderated, the teacher/school must retain
ALL the PATs for external moderation. ALL the PATs must also be retained at the
school for a period of time as stipulated by the provincial departments of education.

Clarification of level descriptors and the verification of marks:

 1-mark level descriptor:
This level descriptor is used for elementary/basic presentation requirements
and/or drawing features, and must be applied as follows:
o '0' (zero) must be allocated for the requirement not met, or if the presentation
thereof is incorrect.
o 1 mark may only be allocated if the requirement has been met fully and the
presentation thereof is correct.

 2-mark level descriptor:

o '0' (zero) must be allocated if the requirement has not been included/shown,
or if the presentation of the requirement shows less than 30% evidence of
knowledge, or when the requirement is very poor.
o 1 mark may only be allocated if the presentation of the requirement shows at
least 30% or more evidence of knowledge, or the requirement is NOT
complete or NOT completely correct, NOT compliant and/or clear, i.e.
average.
o 2 marks may only be allocated if the presentation of the requirement shows at
least 80% or more evidence of knowledge, and the requirement is more
than 80% complete, correct/compliant and clear, i.e. very good.

 7-mark level descriptor

Refer to the 7-mark rubric on page 45 of the CAPS document for the level
descriptors. This implies that a '7' can only be allocated if the presentation
requirement(s) is 100% correct/compliant, i.e. outstanding and error-free.

 Verification of ALL final marks out of 10:

Each final mark out of 10 must be verified according to the descriptors contained in
the rubric on page 25 of this document. This implies that a '10' can only be
allocated if the presentation requirement(s) is 100% correct/compliant, i.e.
perfect and error-free.

 Rounding-off of marks:
Each mark out of 10 must be rounded off before being captured on the
SUMMATIVE ASSESSMENT SHEET (see page 27) and the recording/mark sheet.
A mark of 9,5 must, however, remain a 9 as the 0,5 is an indication of a mistake.
The final mark out of 25, 50 and 25 for each of the three complete sections of the
PAT must also be rounded off after being calculated.

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4.2 Moderation

Moderation of the PAT must be conducted using the included 2023 ASSESSMENT
CRITERIA AND CHECKLISTS, and according to the same level descriptors used
for assessing the PATs.

As monitoring and/or moderation of the PAT can take place at any stage during the
development of the PAT, ALL completed and unfinished presentations of ALL the
PATs must always be available at the school.

To facilitate intervention programmes and processes, the following school-based and

cluster/district moderation must be done during Terms 2 and 3:
 Phase 1: Design process (beginning of Term 2 before the commencement of
PHASE 2, or at the latest before the May/June Examinations)
 Phase 2: Presentation drawings (beginning of Term 3 before the commencement
of PHASE 3)

Final provincial moderation must be concluded before the commencement of DBE

and/or Umalusi moderation, or at the latest by the end of Week 3 of Term 4.

To assist the moderator with the moderation process, the teacher must supply a
complete set of updated mark sheets and merit lists.

At the beginning of the moderation process, the moderator must select 10%, with a
minimum of THREE and a maximum of SIX PAT files/portfolios. The selected PATs
must be:
▪ No. 1 – a high/highest mark; ▪ No. 2 – an average/middle mark; ▪ No. 3 – a low mark;
▪ No. 4 – an average/middle mark; ▪ No. 5 – a high mark; ▪ No. 6 – a low mark

If the selected PATs do not provide a consistent result, THREE additional PATs, i.e. a
high-, an average/middle- and a low-mark PAT must be selected and moderated to
obtain more consistent results.

If a school has more than ONE Grade 12 EGD teacher, THREE PATs, i.e. a high-, an
average/middle- and a low-mark PAT must be selected from each teacher.

The concept of 'benchmarking' should be applied when moderating the PATs. This
requires that a PAT with a highest mark, but preferably the PAT with the highest
mark, must be moderated first to establish a standard against which all the other
PATs of the school can be benchmarked.

NOTE:
A tolerance range of ONLY 5% is permissible between the average assessed mark
and the average moderated mark of the PATs selected for moderation. Only once
moderation has been completed, must the more than 5% difference between the
average marks of the moderated PATs be applied to the remainder of the PATs.

5. CONCLUSION

On completion of the practical assessment task, learners should be able to demonstrate

their understanding of the design process, their enhanced knowledge, skills, values and
reasoning abilities as well as establish connections to life outside the classroom and
address real-world challenges. The PAT furthermore develops learners' life skills and
provides opportunities for learners to engage in their own learning.

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SECTION B (LEARNER TASKS)

General information and instructions:

 The EGD PAT is a compulsory national formal assessment task that contributes 100
marks (25%) towards your final National Senior Certificate (NSC) mark.
 This document contains the following TWO PAT scenarios:
o PAT 1: A civil design task, with an electrical component
o PAT 2: A mechanical design task
You, the learner, with the guidance of your teacher, must select and complete only ONE of
the PAT tasks contained in this document.
 ALL the presentation requirements of the selected PAT must be strictly adhered to and,
with the exception of the research component, be completed at school, under the
supervision of your teacher.
 Although the sharing of knowledge and ideas is permissible, no presentations may be
shared or copied. The entire PAT must be completed individually and ALL the
presentations, including the front page, table of contents, management plan, etc., must be
your own original work.
 The PAT must be completed in phases and within the given time frames of your teacher's
pacesetter/management plan.
 ALL freehand drawings and instrument drawings must be prepared in pencil.
 The PAT must be of an appropriate higher-order Grade 12 complexity.
 The PAT will be assessed according to the relevant ASSESSMENT CRITERIA AND
CHECKLISTS, which are included in this PAT document.
 The relevant ASSESSMENT CRITERIA AND CHECKLIST for the PAT (i.e. either pages 16
and 17 or pages 23 and 24) must be used to provide clear evidence of your own
continuous self-evaluation and the meeting of the deadlines during the development of the
PAT.
 Just prior to the final submission of your complete PAT, you must complete and sign the
DECLARATION OF AUTHENTICITY, as set out on page 28 of this document.
 ONLY the 2023 SUMMATIVE ASSESSMENT SHEET, your completed and signed
DECLARATION OF AUTHENTICITY, the completed 2023 CHECKLIST and ALL your
presentations must be included in the correct sequence in your PAT file/portfolio.
 You are not permitted to use any of the photographs/pictures and/or websites contained in
this PAT document.
 Untidy and messy work, as well as the late submission of presentation requirements, will be
penalised.

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6. PRACTICAL ASSESSMENT TASK 1 (PAT 1)

A civil design project

SCENARIO

Your client's appeal to the local municipality to revoke the subdivision of stand 71 from two
stands, 71A and 71B, to a single stand, has been successful. The intention to build a new
conference centre on stand 71 can now go ahead as planned as it would attract more
business to the existing bed and breakfast facility on the stand. You have been tasked by
your client to submit a suggested design solution for the proposed new conference
centre.

The proposed new conference centre will simply be referred to as the building in the
project from now on.

The building, which must have the capacity to cater for a maximum of 65 delegates at a
time, must be a single-storey brick structure and must also cater for people with disabilities.
To match the design of the existing bed and breakfast facility, the roof must be a Dutch
gable design with an 'IBR' roof sheet finish, which also includes facia boards, gutters and
rainwater downpipes. The building must incorporate either an inner or outer curved wall as a
prominent feature.

The main entrance must be north-facing and consist of a rotating door that has a single
glass and aluminium swing door on either side. Directly outside and in front of the rotating
door must be a covered drive-through that is wide enough to accommodate two motor
vehicles side by side for the dropping off and collecting of delegates. The roof cover for the
drive-through must be an extension of the Dutch gable roof design.

The main entrance must lead into a large open space/concourse within the building, with a
floor area of no less than 110 m². The concourse will be utilised for plenary sessions,
entertainment and dining purposes, and must have a built-in reception desk near the main
entrance.

Leading off the concourse must be a small kitchen of approximately 10 m² which will be
used for catering purposes. The kitchen must have a single sink, built-in cupboards and
sufficient work surfaces to prepare food, as well as space for a refrigerator and a stove.
There must also be a built-in serving counter in the concourse, situated near the entrance to
the kitchen.

Leading off the concourse must also be THREE similarly sized meeting rooms that can
accommodate up to 15 delegates, each with a floor area no larger than 36 m², as well as
TWO similarly sized, but smaller, meeting rooms, each with a floor area of no larger than
24 m². The two smaller rooms must be adjacent to each other with a retractable wall divider
between them so that it can be opened to form a single, larger room that will be able to
accommodate up to 20 delegates. Each of the rooms must have a door that isolates it from
the concourse and an emergency exit door to the outside of the building.

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There must be male and female toilet facilities, accessible from inside the building. The
male toilet facility must have two separate toilets, three wall-mounted urinals and two hand
wash basins. The female facility must have three separate toilets and three hand wash
basins. There must also be a separate toilet facility with a toilet and a hand wash basin for
disabled people. The building must have sufficient electrical lighting and switched socket
outlets in all the rooms and areas, as well as large windows to let in sufficient natural light.
All sewerage and waste-water from the building must be connected to the manhole on the
municipal sewerage line.

Included in the design must be a parking area, with 12 standard parking bays and two
parking bays for the disabled, situated close to the building. The total area of the building,
excluding the drive-through, may not exceed 320 m².

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Given: The site plan of stand 71

PHASE 1: PRESENTATION REQUIREMENTS

1. Analyse the given scenario and formulate a design brief in two paragraphs:
 The first paragraph must, in your own words, give a brief background to the
project, as well as a detailed description of what has to be designed.
 The second paragraph must, in your own words, give a clear overview of your role
in the project, as well as a description of the complete design process that you are
going to implement to complete this project (PAT).

From the scenario and your teacher's management plan, include the following as part
of the design brief:
 A list of 20 of the given specifications for the building
 A list of FIVE possible constraints. Note that the specifications that you have listed
may not be repeated or reworded as possible constraints.
 Your own management plan that specifies target dates for the completion of each
presentation requirement

2. Conduct research on:

 Designs and floor-plan layouts of small conference centres
 THREE examples of Dutch gable roof designs and THREE examples of covered
drive-throughs
 Designs and construction details of rotating doors with a swing door(s) on the
side(s)

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NOTE:
 The research must be relevant and should therefore be in the form of graphic
material, i.e. pictures and illustrations.
 Evidence of at least FIVE different examples of each research topic must be
included in the PAT file/portfolio.
 The research material must be aesthetically presented and may NOT exceed
FOUR A4 or TWO A3 pages per topic.
 There must be clear evidence that the research has been used in your design
solution.
 Include a list of ALL references used (Bibliography) directly after the research.

3. Prepare neat detailed freehand drawings of the floor-plan layout of TWO possible
design solutions for the proposed new building, including the drive-through in front of
the rotating door. Each freehand drawing must show the correct presentation of ALL the
building features, the permanent fixtures, the roofline, as well as the primary dimensions
and labels. The calculation for the total area of the building and the floor area of the
concourse must be clearly shown in a table on the drawing sheet of each freehand
drawing.

NOTE:
 Grid/Graph paper must be used to assist with the preparation of the freehand
drawings so that ALL features and fixtures are drawn to proportion. The grid/graph
paper used must be included in the PAT file/portfolio.
 ALL aspects of the freehand drawing, including dimensions, tables, labels and
possible information blocks must be prepared using a pencil ONLY. The use of
any other drawing instruments, e.g. a ruler or compass, will be penalised.
 Electrical fittings and the waste-water disposal systems are NOT required on the
freehand drawings.
 The drawings may be prepared on either A4 or A3 drawing sheets.
 NO borders or title panels are required for the drawing sheets.
 ALL the freehand drawings must comply with the guidelines and graphical symbols
contained in the SANS 10143.
 The drawings must provide clear evidence that a high level of competency has
been attained in the freehand drawing method.

4. Select the best solution that demonstrates an in-depth understanding of the scenario
within the context of the design brief.

On a separate page, compare and evaluate the TWO freehand solutions by:
 Creating a table with a minimum of SIX relevant and descriptive criteria that will
facilitate measurable comparisons
 Creating and applying a simple, self-explanatory rating scale to score each
solution against each criterion
 Justifying each score by describing the positive and/or negative aspects of
each solution against each criterion

Complete the process by writing a comprehensive summary giving reasons for your
selected freehand solution. The summary must include whether any late changes were
made to the selected freehand solution, or not. If there were late changes, they must
be clearly described.

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PHASE 2: PRESENTATION REQUIREMENTS

5. Present the selected solution as a set of working drawings and a pictorial drawing
(5.1, 5.2 and 5.3) that meet the following criteria:
 All the working drawings must be prepared on appropriately sized drawing sheets,
set up with correct borders. ONLY ONE of the drawing sheets must be set up with
a complete civil title panel.
 The drawings must provide clear evidence that a high level of competency has
been attained in the following TWO drawing methods:
o Instrument drawing
o CAD (computer-aided drawing/design)
NOTE:
o ONE entire working drawing (i.e. 5.1.1, 5.1.2 and 5.1.3 or 5.2) must be
prepared using a pencil and drawing instruments, and the other using a CAD
program.
o The perspective drawing (5.3) may be prepared using either a pencil and
drawing instruments or a CAD program.
o Schools that do not have CAD facilities must prepare all the required working
drawings and pictorial drawing (i.e. 5.1, 5.2 and 5.3) using a pencil and
drawing instruments.
 The title panel and ALL aspects of all drawings must comply with the guidelines,
drawing symbols, graphical symbols and representations contained in the
SANS 10143.
5.1 Draw detailed LAYOUT DRAWINGS of the selected freehand solution of the
complete building, clearly showing all the required building features, including
the drive-through.
The layout drawings must show the following orthographic views:
5.1.1 The complete FLOOR PLAN, drawn to a suitable scale, but preferably
not smaller than scale 1 : 75.
5.1.2 TWO ELEVATIONS, drawn to the same scale as the floor plan, with one
view that shows the front entrance to the building, and the other showing a
side view. It is recommended to draw the elevations that would be required
for the two-point perspective drawing.
5.1.3 A DETAILED SECTION(S), drawn to scale 1 : 20, showing all the detail
from the foundation to the roof, on a cutting plane that passes through the
rotating door in the main entrance and a window.
NOTE:
Use break lines to divide the detailed section into TWO parts, with the one
part wide enough to show the complete rotating door and a 1½ m section
of the covered drive-through, and the other part wide enough to show the
window and the end of the roof.
Include the following on ALL relevant views:
 ALL exterior features, including door and window detail
NOTE: ALL window and doorframes must be shown in the TWO elevations.
 The roof detail, including all rainwater items and roof lines
 ALL permanent fixtures
 ALL electrical fittings and the wiring detail
 Waste-water disposal systems (sewerage)
 Titles, labels and notes
 Scales used
 Detailed dimensioning
 Cutting plane(s)
 All hatching detail
 North point

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5.2 Draw, to a suitable scale, a complete detailed SITE PLAN of STAND 71.
Include the following:
 ALL given site details and features, including ALL existing buildings
 The proposed new building, parking area and driveways
 ALL sewerage detail, with labels and notes included
 Dimensions, including the reference dimensions and corner heights
 Scale
 North point

5.3 Draw a detailed 'human eye view' TWO-POINT PERSPECTIVE DRAWING that
shows the main entrance and rotating door to the building. The horizon line (HL)
must be ±1,5 m above the ground line (GL).
Evidence of the following must be included:
 All views/drawings used to produce the perspective drawing
 The construction method used to produce the perspective drawing.
NOTE:
Use a copy of the perspective drawing, which may contain artistic features, as the
picture for the cover page of your PAT file/portfolio.

PHASE 3: PRESENTATION REQUIREMENTS

Create a PAT file/portfolio containing the following in the given sequence:
 A complete cover page that includes the school's name and centre number, your full
name and surname, grade and class group, your teacher's initials and surname, and a
copy of your own two-point perspective drawing for this task.
 A complete table of contents
 The 2023 SUMMATIVE ASSESSMENT SHEET (see page 27)
 The completed DECLARATION OF AUTHENTICITY (see page 28)
Include the following PHASE 1 and PHASE 2 presentation requirements in the PAT
file/portfolio after the DECLARATION OF AUTHENTICITY:
1. ALL the design brief requirements
2. Evidence of ALL the resource material used for the required research
3. The TWO freehand drawings of the possible design solutions
4. ALL the evidence of the selection of the best solution
5. ALL the required working drawings (5.1 and 5.2) and the perspective drawing (5.3)
6. The 'ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 CIVIL PAT' (see
pages 16 and 17), which must provide clear evidence of your own continuous self-
evaluation and the meeting of the deadlines during the development of the PAT.
NOTE:
Include the following on each page:
 Clear numbering according to the numbers of the presentation requirements
 Your (the learner's) name and the date of completion and submission
Assessment criteria and checklist for the 2023 Civil PAT
 The SUMMATIVE ASSESSMENT SHEET on page 27 of the PAT document must be
used to indicate the final totals out of 10 for each assessment criterion.
 The contribution of each aspect of the PAT is as follows:
o The design process, i.e. presentation requirements numbers 1, 2, 3, 4, 6 and 7, will
contribute 25 marks out of 100.
o The working drawings and the pictorial drawing, i.e. presentation requirement
number 5, will contribute 50 marks out of 100.
o Drawing methods, drawing skills and presentation, which should be assessed
according to ANNEXURE A, will contribute 25 marks out of 100.

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 CIVIL PAT

1-mark level 0 Requirement not met or presented incorrectly

Comments
Maximum
Checked
descriptive 1 Requirement has been met and/or presented correctly

mark
0 Requirement not met, or less than 30% evidence of knowledge shown (very poor)
2-mark level
1 Requirement included and at least 30%+ evidence of knowledge shown (avg.)
descriptive
2 Presentation shows at least 80% or more evidence of knowledge (very good)
1. Design Brief
1.1 1st paragraph: background and comprehensive description of what is to be designed 2
1.2 2nd paragraph: your role and description of the design process you are going to follow 2
1.3 A list of 20 given specifications from the scenario 2
1.4 A list of FIVE possible constraints from the scenario 2
1.5 A management plan with possible target dates for ALL the presentation requirements 2
TOTAL 10
2. Research (This should be restricted to a maximum of FOUR A4 or TWO A3 pages per topic.)
Relevant and 2.1 Designs and floorplan layouts of small conference centres 2
usable 2.2 THREE Dutch gable roof designs (1) + THREE covered drive-throughs (1) 2
research on: 2.3 Designs and construction detail of rotating door with side swing doors 2
Clear evidence that the research was used in design solutions 2
A list of ALL references used (Bibliography) 2
TOTAL 10
3. Freehand drawings of TWO possible design solutions Final mark for each solution
Assess Building includes ALL required rooms/areas + is disability-friendly 2
each Prominent curved wall (1) + rotating door & drive-through (1) 2
freehand Correct presentation of building features (roofline, walls, doors, etc.) 2 Solution 1 10
solution ALL fixtures included (WCs, sink, build-in reception desk, etc.) 2
as Correct presentation of all fixtures according to SANS 10143 2
follows: The relative size + proportion of ALL features to each other 2
Primary labels (1) + primary dimensions (1) 2
Solution 2 10
2 x calculations shown and within the specifications (2 + 2 = 4) 4
Design, functionality + effective space utilisation 2
Subtotal = 20 ÷ 2 = TOTAL 20
4. Selecting the best freehand solution (This must be a separate presentation.)
A suitable table created for the selection process 2
A minimum of SIX relevant and descriptive criteria that will facilitate measurable comparisons 2
A simple rating scale created and used to score each solution against each criterion 2
Each score justified by describing the positive or negative aspects against each criterion 2
Comprehensive summary with reasons for selected solution (including possible late changes) 2
TOTAL 10
5. Layout drawings and a pictorial drawing of selected solution
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all the drawing sheets of all the working drawings 2
Complete SANS 10143 compliant CIVIL TITLE PANEL on ONE working drawing's drawing sheet 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
5.1 Detailed layout drawings of the proposed new building and covered walkway
5.1.1 FLOOR PLAN showing:
Correlation with selected freehand solution and selection process summary 2
ALL internal and external walls and rooflines 2
ALL doors, including the rotating door, and windows 2
ALL permanent fixtures 2
ALL electrical fittings and the wiring detail 2
Waste-water disposal systems (sewerage) 2
Title, labels and notes 2
Detailed dimensioning 2
Hatching detail (1) + Cutting plane (1) (1 + 1 = 2) 2
Suitable scale selected and correctly indicated (1) + North point (1) (1 + 1 = 2) 2
Subtotal = 20 ÷ 2 = TOTAL 10

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 CIVIL PAT

5.1.2 TWO ELEVATIONS that show the front entrance and a side view of the building
Prescribed views shown (front entrance to building and a side view) 2
External walls and covered drive-through at main entrance 2
ALL door and window detail, including the door and window frames 2
Dutch gable roof detail, including rainwater items 2
Waste-water disposal system (sewerage) 1
Elevations drawn to the same scale as the floor plan 1
TOTAL 10
5.1.3 DETAILED SECTION in two parts
Both parts of the section correct according to the indicated cutting plane(s) 2
Foundation, slab and wall detail on both parts 2
Rotating door detail 2
Detail of 1½ m section of covered drive-through 2
Window detail 2
Roof detail, including relevant rainwater items, on both parts 2
Titles, labels and notes 2
Detailed dimensioning 2
ALL hatching detail 2
Scale 1 : 20 used and indicated correctly (1) + Break lines (1) (1 + 1 = 2) 2
Subtotal = 20 ÷ 2 = TOTAL 10
5.2 Detailed SITE PLAN
Site plan correctly drawn, including ALL given site features and detail 2
The proposed new building with north-facing main entrance, parking area and driveways 2
ALL sewerage detail, with labels and notes included 2
Dimensions, including new building's reference dimensions and corner heights 2
Suitable scale indicated correctly 1
North point 1
TOTAL 10
5.3 TWO-POINT PERSPECTIVE DRAWING showing the entrance to conference centre
Evidence of the views and construction used to prepare the drawing 2
Correct orientation of the building with the HL at ±1,5 m above the ground line (GL) 1
Detail and correctness of the perspective drawing 7
TOTAL 10
6. Continuous self-evaluation and the meeting of deadlines
Completed checklist as evidence of continuous self-evaluation (mark out of 10 ÷ 2) 5
Meeting ALL the submission deadlines (mark out of 10 ÷ 2) 5
TOTAL 10
7. Presentation of the complete PAT file/portfolio
Complete cover page with a copy of the perspective drawing 1
Table of contents 1
Completed summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g. binding, appearance, etc. (mark out of 10 ÷ 2) 5
TOTAL 10
Assessment of drawing methods, drawing skills and presentation
a. Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 25)
NOTE: • No evidence of grid/graph paper used = max. 7 marks, even if drawn excellently 10
• Not drawn in freehand = 0 marks, & some evidence of instruments used = max. 5 marks
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 25)
b. Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page 25) 10
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 25)
c. CAD drawings
Competence displayed in using a CAD program (See ANNEXURE A on page 25) 10
Layout and correctness of the drawings presentation (See ANNEXURE A on page 25) 10

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7. PRACTICAL ASSESSMENT TASK 2 (PAT 2)

A mechanical design project

SCENARIO

A clamp or clamping device is designed to hold components firmly in place, either

temporarily or permanently, and are therefore versatile tools that often have multiple
applications.

You are employed by a mechanical design firm that specialises in improving the design and
function of complex CLAMPS and CLAMPING DEVICES. The firm is currently working on
design solutions to improve the functionality of existing clamps and clamping devices.
Examples of some of these complex clamps and clamping devices are shown below.

Trigger clamp Wheel clamp Pull clamp Pipe clamp

[Source: shopwl.com] [Source: maypoleltd.com] [Source: m.indiamart.com] [Source: leevalley.com]

As a design consultant for the firm, you have been tasked with investigating and analysing
the design features of complex clamps and clamping devices and to then design an
improvement(s) which could be, but is not limited to, one or more of the following:
 Improved efficiency
 To strengthen its design
 To modify its design

Your investigation, analysis and solution require the following stages:

 The FIRST stage involves finding a suitable complex clamp or clamping device. The
clamp or clamping device must incorporate a mechanical mechanism, a screw
mechanism and/or a mechanical locking device, and must consist of a minimum of
FOUR parts. The clamp or clamping device that you have selected will simply be
referred to as the clamp in the project from now on.
NOTE:
You are NOT required to purchase a clamp. The clamp you have selected should
therefore be one that is readily available to you.

 The SECOND stage involves dismantling the clamp so that ALL the individual parts
can be investigated, measured and photographed.

 The THIRD stage requires the identification of either the mechanical mechanism, the
screw mechanism, the mechanical locking device, a complex (intricate) main part, or a
combination of parts of the clamp, which could be improved, strengthened or modified
in some way. This will necessitate the application of the design process, as stipulated
below in the presentation requirements.

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Requirements and specifications for the clamp:

 Each learner must have his/her own clamp for the PAT.
 Your clamp must be submitted as part of your PAT presentation.
 The clamp must incorporate a mechanical mechanism, screw mechanism and/or a
mechanical locking device, with a minimum of FOUR parts.
 Electrical, electronic or pneumatic clamps or clamping devices may NOT be used.
 Your teacher must approve the clamp that you have selected. This is to ensure that it
meets the requirements and that a PAT of an appropriate higher-order Grade 12
complexity can be produced.

PHASE 1: PRESENTATION REQUIREMENTS

1. Analyse the given scenario and formulate a design brief in two paragraphs:
 The first paragraph must, in your own words, give a brief background to the
project, as well as a detailed and comprehensive description of what has to be
designed.
 The second paragraph must, in your own words, give a clear overview of your role
in the project, as well as a description of the complete design process that you are
going to implement to complete this project (PAT).

From the given scenario and your teacher's management plan, include the following
as part of the design brief:
 Your own list of ALL the specifications for your clamp
 Your own list of at least THREE constraints of your clamp
 Your own management plan, which specifies target dates for the completion of
each presentation requirement

2. Conduct research on:

 The material used for each individual part of your clamp
 The specific design features and/or function/purpose of each individual part of your
clamp
 The design and components of at least ONE other clamp or clamping device that
is similar to your clamp

NOTE:
 The research must be relevant and should therefore be in the form of graphic
material, i.e. pictures and illustrations.
 Evidence of ALL the required research material must be included in the PAT
portfolio.
 The research material must be aesthetically presented and may NOT exceed
FOUR A4 or TWO A3 pages per topic.
 The first two research requirements will primarily be hands-on investigative
research, which must be presented using a comprehensive set of detailed
photographs taken during the second stage. Include labels and/or notes indicating
the material and the function (purpose) of each individual component.
 The evidence of the ONE other similar clamp may be in the form of a
comprehensive set of pictures, illustrations and/or photographs, together with
explanatory labels and notes.
 There must be clear evidence that the research was used in your design solution.
 Include a list of ALL references used (Bibliography) directly after the research.

3. Prepare neat detailed freehand drawings of TWO possible design solutions of the
proposed improvement, strengthening or modification of the identified mechanical
mechanism, screw mechanism, mechanical locking device, complex (intricate) main
part, or combination of parts of your clamp.

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Each set of freehand drawings must consist of relevant orthographic views and an
isometric drawing(s). ALL freehand drawings must show the correct presentation of ALL
the features and include dimensions, labels and explanatory notes. Include a short
explanation of the possible improvement, strengthening or modification.
NOTE:
 Grid/Graph paper must be used to assist in preparing the freehand drawings so
that ALL features are drawn to proportion. The grid/graph paper used must be
included in the PAT file/portfolio as evidence.
 ALL aspects of the freehand drawing, including dimensions, labels, tables and
possible information blocks must be prepared using a pencil ONLY. The use of
any other drawing instruments, e.g. a ruler or compass, will be penalised.
 The drawings may be prepared on either A4 or A3 drawing sheets.
 NO borders or title blocks are required for the drawing sheets.
 ALL the freehand drawings must comply with the guidelines and conventional
representations contained in the SANS 10111.
 These drawings must provide clear evidence that a high level of competency has
been attained in the freehand drawing method.
4. Select the best solution, which demonstrates an in-depth understanding of the
scenario within the context of the design brief.
On a separate page, compare and evaluate the TWO freehand solutions by:
 Creating a table with a minimum of FOUR relevant and descriptive criteria that
will facilitate measurable comparisons
 Creating and applying a simple, self-explanatory rating scale to score each
solution against each criterion
 Justifying each score by describing the positive and/or negative aspects of
each solution against each criterion
Complete the process by writing a comprehensive summary giving reasons for your
selected freehand solution. The summary must also include whether any late changes
were made to the selected freehand solution, or not. If there were late changes, they
must be clearly described.
PHASE 2: PRESENTATION REQUIREMENTS
5. Present your clamp and the selected improvement/strengthening/modification as a set
of working drawings and a pictorial drawing (5.1, 5.2 and 5.3) that meet the following
criteria:

 All the working drawings must be prepared on appropriately sized drawing sheets,
set up with correct borders. ONLY the first drawing sheet (i.e. for 5.1) must be set
up with a complete mechanical title block, as presented in the EGD NSC
Paper 2 analytical questions.
 The drawings must provide clear evidence that a high level of competency has
been attained in the following TWO drawing methods:
o Instrument drawing
o CAD (computer-aided drawing/design)
NOTE:
o ONE entire working drawing (i.e. 5.1 or 5.2) must be prepared using a pencil
and drawing instruments, and the other using a CAD program.
o The isometric drawing (5.3) may be prepared using either a pencil and drawing
instruments or a CAD program.

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o Schools that do not have CAD facilities must prepare all the required working
drawings and pictorial drawings (i.e. 5.1, 5.2 and 5.3) using a pencil and
drawing instruments.
 ALL aspects of all drawings must comply with the guidelines and conventional
representations contained in the SANS 10111.

5.1 Draw, to a suitable scale and in third-angle orthographic projection, an

ASSEMBLY DRAWING of your clamp, clearly showing ALL the parts before
any improvements, strengthening or modifications have been affected.
NOTE:
If your clamp has a long bed or frame, use relevant S-breaks or break lines to
shorten the length/height of your clamp in the assembly drawings, so that a larger
scale can be used.

The assembly drawing must show the following FOUR views:

5.1.1 The FRONT VIEW
5.1.2 A second PRIMARY VIEW
5.1.3 Any other TWO SECONDARY VIEWS

NOTE: TWO of the views must be sectioned or contain types of sections.

Include the following:

 Scale
 Detailed dimensions
 Title, labels and notes
 Cutting plane(s)
 ALL hatching detail
 Projection symbol

5.2 Draw, to a suitable scale and in third-angle orthographic projection, a DETAILED

DRAWING of only the identified mechanical mechanism, screw mechanism,
mechanical locking device, complex main part, or combination of parts of
your clamp, clearly showing the improvement/strengthening/modification.

The detailed drawing must show the following THREE views:

5.2.1 The FRONT VIEW
5.2.2 Any other TWO VIEWS

NOTE: ONE of the views must be sectioned or contain a type of section.

Include the following:

 Title, as well as comprehensive explanatory labels and notes
 Relevant welding and/or machining symbols (if required)
 Relevant tolerances (if required)
 Scale(s)
 Detailed dimensioning
 Cutting plane(s)
 ALL hatching detail

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5.3 Draw, to a suitable scale, a detailed ISOMETRIC DRAWING of your clamp, or of

the improved, strengthened or modified part(s) that is of an appropriate
Grade 12 level of complexity.

NOTE:
 Evidence of ALL auxiliary views and constructions used to produce the
drawing must be clearly shown.
 Use a copy of the isometric drawing, which may contain artistic features, as
the picture for the cover page of your PAT file/portfolio.

PHASE 3: PRESENTATION REQUIREMENTS

Create a PAT file/portfolio containing the following in the given sequence:

 A complete cover page, that includes the school's name and centre number, your full
name and surname, grade and class group, your teacher's initials and surname, and a
copy of your own isometric drawing for this task
 A complete table of contents
 The 2023 SUMMATIVE ASSESSMENT SHEET (see page 27)
 The completed DECLARATION OF AUTHENTICITY (see page 28)

Include the following PHASE 1 and PHASE 2 presentation requirements in the PAT
file/portfolio after the DECLARATION OF AUTHENTICITY:
1. ALL the design brief requirements
2. Evidence of ALL the resource material used for the required research
3. The TWO freehand drawings of the possible design solutions
4. ALL the evidence of the selection of the best solution
5. ALL the required working drawings (5.1 and 5.2) and the isometric drawing (5.3)
6. The 'ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 MECHANICAL PAT'
(see pages 23 and 24), which must provide clear evidence of your own continuous self-
evaluation and the meeting of the deadlines during the development of the PAT.

NOTE:
Include the following on each page:
 Clear numbering according to the numbers of the presentation requirements
 Your (the learner's) name and the date of completion and submission

Assessment criteria and checklist for the 2023 MECHANICAL PAT

 The SUMMATIVE ASSESSMENT SHEET on page 27 of the PAT document must be
used to indicate the final totals out of 10 for each assessment criterion.
 The contribution of each aspect of the PAT is as follows:
o The design process, i.e. presentation requirements numbers 1, 2, 3, 4, 6 and 7, will
contribute 25 marks out of 100.
o The working drawings and the pictorial drawing, i.e. presentation requirement
number 5, will contribute 50 marks out of 100.
o Drawing methods, drawing skills and presentation, which should be assessed
according to ANNEXURE A, will contribute 25 marks out of 100.

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 MECHANICAL PAT

1-mark level 0 Requirements not met or presented incorrectly

Comments
Maximum
Checked
descriptive 1 Requirements has been met and/or presented correctly

mark
0 Requirements not met, or less than 30% evidence of knowledge shown (very poor)
2-mark level
1 Requirements included and at least 30% evidence of knowledge shown (avg.)
descriptive
2 Presentation shows at least 80% or more evidence of knowledge (very good)
1. Design Brief
1.1 1st paragraph: background and comprehensive description of what is to be designed 2
1.2 2nd paragraph: your role and description of the design process you are going to follow 2
1.3 A list of ALL the specifications of your clamp 2
1.4 A list of at least THREE constraints of your clamp 2
1.5 A management plan with target dates for ALL the presentation requirements 2
TOTAL 10
2. Research (This should be restricted to a maximum of THREE A4 or TWO A3 pages per research topic.)
Relevant 2.1 Materials used for each component of your clamp 2
and usable 2.2 Design features/function/purpose of each component of your clamp 2
research on: 2.3 The design, components, mechanisms, etc. of another similar clamp 2
Clear evidence that the research was used in your design solutions 2
A list of ALL references used (Bibliography) 2
TOTAL 10
3. Freehand drawings of TWO possible design solutions Final mark for each solution
Assess Third-angle orthographic views of the identified part(s) 2
each Isometric drawing of the identified part(s) 2
Solution 1 10
freehand Correct presentation of ALL the parts and features 1
solution Relative proportion of ALL parts and features to each other 2
as Labels and explanatory notes 2
follows: Dimensioning 2
Solution 2 10
Description of improvement/modification/re-design 2
Functionality of the improvement/strengthening/modification 2
Subtotal = 15 ÷ 1,5 = TOTAL +15
(1 = 1; 2 = 1; 3 = 2; 4 = 3; 5 = 3; 6 = 4; 7 = 5; 8 = 5; 9 = 6; 10 = 7; 11 = 7; 12 = 8; 13 = 9; 14 = 9; 15 = 10)
4. Selecting the best freehand solution (This must be a separate presentation.)
An appropriate table created for the selection process 2
A minimum of FOUR relevant and descriptive criteria that will facilitate measurable comparisons 2
A simple rating scale created and used to score each solution against each criterion 2
Each score justified by describing the positive or negative aspects against each criterion 2
Comprehensive summary with reasons for selected solution (including possible late changes) 2
TOTAL 10
5. Working drawings and a pictorial drawing of your selected clamp, and/or selected change(s)
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all drawing sheets of all the working drawings 2
Complete EGD NSC P2 Q1 compliant MECHANICAL TITLE BLOCK on the drawing sheet of 5.1. 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
5.1 ASSEMBLY DRAWING of your clamp, before any changes
5.1.1 FRONT VIEW before any changes
ALL the parts included and drawn correctly according to the actual clamp 2
ALL hatching detail or, if not sectioned, ALL external features 2
ALL fasteners drawn correctly in ALL views 2
Labels and notes on ALL views 2
Projection symbol 1
Suitable scale selected for the assembly drawing, and indicated correctly 1
TOTAL 10

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2023 MECHANICAL PAT

5.1.2 Second PRIMARY VIEW before any changes
ALL the components included and drawn correctly according to the actual clamp 2
All hatching detail or, if not sectioned, external features 2
Dimensions on ALL views 2
ALL centre lines included on ALL views 2
ALL FOUR views drawn correctly in third-angle orthographic projection 2
TOTAL 10
5.1.3 Other TWO SECONDARY VIEWS before any changes
Appropriate secondary views selected 2
ALL the parts included and drawn correctly according to the actual clamp 2
All hatching detail or, if not sectioned, external features 2
TWO views sectioned or contain types of sections 2
Correct cutting planes for the TWO sectional views and/or types of sections 2
TOTAL 10
5.2 DETAILED DRAWING of the identified part(s), clearly showing the improvement/strengthening/modification
Appropriate view selected as the FRONT VIEW, and is drawn correctly 2
TWO other relevant VIEWS selected, and drawn correctly 2
Improvement/Strengthening/Modification correlates with selected freehand solution 2
Title, as well as comprehensive explanatory labels and notes 2
Detailed dimensions 2
ONE view sectioned, or contain types of sections, and drawn correctly 2
Cutting plane(s) 1
ALL hatching detail 2
Relevant welding symbols and/or machining symbols and/or tolerances 2
Projection symbol 1
Suitable scale selected and indicated correctly 1
Drawing in third-angle orthographic projection 1
Subtotal = 20 ÷ 2 = TOTAL 10
5.3 Detailed ISOMETRIC DRAWING
Suitable scale selected and indicated correctly 1
Evidence of ALL auxiliary views and constructions used for the drawing 2
Detail and correctness of the isometric drawing 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
6. Continuous self-evaluation and the meeting of deadlines
Checklist completed as evidence of continuous self-evaluation (mark out of 10 ÷ 2) 5
The meeting of ALL the submission deadlines (mark out of 10 ÷ 2) 5
TOTAL 10
7. Presentation of the complete PAT file/portfolio
Complete cover page with a copy of the isometric drawing 1
Table of contents 1
Completed summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g. binding, appearance, etc. (mark out of 10 ÷ 2) 5
TOTAL 10
Assessment of drawing methods, drawing skills and presentation
a. Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 25)
NOTE: • No evidence of grid/graph paper used = max. 7 marks, even if drawn excellently 10
• Not drawn in freehand = 0 marks, & some evidence of instruments used = max. 5 marks
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 25)
b. Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page 25) 10
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 25)
c. CAD drawings
Competence displayed in using a CAD program (See ANNEXURE A on page 25) 10
Layout and correctness of the drawings presentation (See ANNEXURE A on page 25) 10

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8. ANNEXURE A: ASSESSMENT RUBRIC

ASSESSING DRAWING METHODS, DRAWING SKILLS AND PRESENTATION

LEVELS OF PERFORMANCE
MARK ALLOCATION 10 9 8 7 6 5 4 3 2 1 0
100% 99%–90% 89%–80% 79%–70% 69%–60% 59%–50% 49%–40% 39%–30% 29%–20% 19%–1% 0%
NOTE:
 No evidence of grid/graph paper used = max. 7 marks, even if excellent
The drawings display drawing methods and skills are displayed! The drawings display poor
 Not drawn in freehand, i.e. completely drawn with instruments, = 0 marks The drawings display very
correct freehand drawing drawing methods and skills
poor drawing methods
Freehand drawing

METHODS methods and skills. as  If instruments were used for, or to assist with, some aspect = max. 5 marks, and there is little to no
and skills and no method
AND SKILLS well as the method used to evidence of the method used
even if excellent drawing methods and skills are displayed. was used to ensure correct
ensure good proportion which resulted in poor
The drawings display excellent drawing The drawings display satisfactory proportion.
and size. proportion and size.
methods and skills and the method drawing methods and skills and the
used to ensure outstanding proportion method used to ensure satisfactory
and size. proportion and size.
Neatness (2) + correct line types used (2) + line quality/consistency (2) + compliant printing/writing (2) + compliant dimensioning (2)
Final drawing presentation is neat, and Additional descriptors/guidelines:
the line types used, line The drawings are very neat and all line The drawings are untidy with
consistency/quality, printing and The drawings are neat and line work/line The line work/line quality,
work/line quality, printing and inconsistent line work/line
dimensioning is correct. quality, printing and dimensioning are printing and dimensioning
dimensioning are outstanding and quality, printing and
generally good and mostly consistent. are unacceptable.
consistent. dimensioning.
The drawings display poor The drawings display an
The drawings display the The drawings display the correct use of The drawings display the correct use of
Instrument drawing

use of drawing instruments incorrect use of drawing

METHODS correct use of drawing drawing instruments and an drawing instruments and a satisfactory
and a poor and incorrect instruments with incorrect
AND SKILLS instruments, drawing outstanding application of drawing and mostly correct application of
application of drawing applications of drawing
methods and skills. methods and skills. drawing methods and skills.
methods and skills. methods and skills.
Neatness (2) + correct line types used (2) + line quality/consistency (2) + compliant printing/writing (2) + compliant dimensioning (2)
Final drawing presentation is neat, and Additional descriptors/guidelines:
the line types used, line The drawings are very neat and all line The drawings are neat and the line The drawings are untidy, and
constancy/quality, printing and The line work/line quality,
work/line quality, printing and work/line quality, printing and the line work/line quality,
dimensioning is correct. printing and dimensioning
dimensioning are outstanding and dimensioning are generally good and printing and dimensioning
are unacceptable.
consistent. mostly consistent. are inconsistent.

METHODS The level of competence Displays a satisfactory level of skills, Displays a poor level of skills, Shows little to no skills,
Displays a high level of skills, knowledge
CAD drawing

AND displayed in using a knowledge and ability in using a CAD knowledge and ability in using knowledge or ability in using
and ability in using a CAD program
SKILLS CAD program program a CAD program a CAD program

The layout of the drawings is

The layout of the drawings is acceptable
Layout of the final drawing is correct and The layout of the drawings is correct and very poor and the line work, The layout, line work,
and the line work, printing and
the line work, printing and dimensioning the line work, printing and dimensioning printing and dimensioning are printing and dimensioning
dimensioning are mostly compliant and
are compliant and consistent. are compliant and consistent. not compliant and are unacceptable.
consistent.
inconsistent.

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9. SIMPLIFIED RUBRIC FOR ALLOCATION AND VERIFICATION OF MARKS

NOTE:
 The final mark out of 10 of each assessment criterion, i.e. the overall level of
achievement according to the presentation requirement, must be verified according
to this rubric.
 This rubric must also be used to allocate marks for all aspects of the assessment
criteria which require a mark out of 10.

VERIFICATION AND MARK ALLOCATION

GENERAL
DESCRIPTION FOR MARK ±% MARK
INDICATOR

ALL/MORE than ALL the REQUIREMENTS are met.

Error-free 100% 10
- PERFECT -

ALL (ALMOST ALL) the REQUIREMENTS are met.

Very few errors 90% + 9
- OUTSTANDING -
ALMOST ALL (MOST OF) the REQUIREMENTS
are met. Few errors 80% + 8
- VERY GOOD -
The REQUIREMENTS are met SUBSTANTIALLY.
70% + 7
- GOOD -
Some errors
The REQUIREMENTS are met ADEQUATELY.
60% + 6
- SATISFACTORY -

The REQUIREMENTS are met MODERATELY.

50% + 5
- ACCEPTABLE -
Many errors
ONLY SOME of the REQUIREMENTS are met.
40% + 4
- UNACCEPTABLE -

VERY FEW of the REQUIREMENTS are met. 30% +

Mostly wrong Only a few correct 3
- NOT ACHIEVED - features

29% and 2
The REQUIREMENTS are NOT met. Completely LESS
- VERY POOR - wrong Something done
incorrectly/
poorly 1

No work Nothing to
NOT DONE 0
handed in! mark!

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 Engineering Graphics and Design 27 DBE/PAT 2023
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10. PAT 2023: SUMMATIVE ASSESSMENT SHEET

PAT 2023
SUMMATIVE ASSESSMENT SHEET
NAME OF SCHOOL: ………………………………………………………………………………….… DISTRICT: …………………………………….
NAME OF LEARNER: ……………………………………………….………….. (NAME AND SURNAME)
NAME OF TEACHER: …………………………………........................……… (NAME AND SURNAME)
NAME OF MODERATOR: …………………………………..............………… (NAME AND SURNAME) DATE: ……………..………………………..….

PART A: Design Process PART B: Working and pictorial drawings Drawing competency and skill
CRITERIA MARK CRITERIA MARK CRITERIA MARK
A design brief All drawing sheets are appropriately set up with a The drawings display
demonstrating a clear border and an appropriate title block/panel. correct freehand drawing

METHOD
understanding of the scenario methods and skills and

Freehand drawing:
1 and the specifications, the method used to
View 1
to the selected solution/device, the stipulated requirements and

constraints and a ensure proportion and

5.1.1

ANNEXURE A
PAT 1: Plan
management plan size.
Assess each view's accuracy and correctness according

PAT 2: Front view

Evidence of relevant and The final drawing presentation
2 usable research with the is neat and there is consistency
Orthographic drawings

inclusion of a bibliography View 2 of line work/line quality,

5.1.2

PAT 1: Elevations (x2) printing and dimensioning.

drawing principals

PAT 2: 2nd main view

TWO detailed freehand

1st
drawings of possible

Solution
The drawings display the

Instrument drawing:
View 3
solutions

METHOD
3 PAT 1: correct use of drawing
5.1.3

Detailed section(s) instruments, drawing

2nd PAT 2: ANNEXURE A methods and skills.
Solution Secondary views (x2)
PAT 1: The final drawing presentation
Site plan is neat and there is consistency
5.2

Selecting the best solution PAT 2: of line work/line quality,

which demonstrates a clear Detailed drawing printing and dimensioning.
4 understanding of the
design brief
METHOD
Pictorial Drawing

The level of competence

The correct drawing
CAD drawing:

is displayed in using a
method and
ANNEXURE A

CAD program.
presentation of the
Clear evidence of
5.3

pictorial drawing. The layout of the final drawing is

evaluation and the meeting
6 of deadlines of all the
PAT 1: Perspective correct and the line work,
PAT 2: Isometric printing and dimensioning is
requirements
compliant and consistent.

The presentation of the

NO CAD drawings / 40
7 complete PAT portfolio
With CAD drawings / 60
CALCULATION
SUBTOTAL / 70 SUBTOTAL / 60 without CAD
X 0.63
CALCULATION
CALCULATION X 0.36 CALCULATION X 0.84 X 0.42
with CAD
Teacher's TOTAL Teacher's TOTAL Teacher's TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
Moderated TOTAL Moderated TOTAL Moderated TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
TEACHER: MODERATOR:
TEACHER'S TOTAL: A+B+C= / 100 Initial Initial

MODERATED TOTAL: A+B+C= / 100

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Engineering Graphics and Design 28 DBE/PAT 2023
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11. DECLARATION OF AUTHENTICITY

DECLARATION OF AUTHENTICITY

To be submitted with each learner's practical assessment task portfolio

NAME OF THE SCHOOL: ……………………………………………………………………................

NAME OF LEARNER: ………………………………………………………........................................

(SURNAME AND INITIALS)

I hereby declare that all the contents of the practical assessment task (PAT) submitted by
myself for assessment is my own original work and has not been plagiarised, copied from
someone else or previously submitted for assessment.

_______________________ ___/___/2023
SIGNATURE OF LEARNER DATE (DD/MM/YYYY)

NAME OF TEACHER: ……………………………………………………………………….……………

(SURNAME AND INITIALS)

As far as I know, the above declaration by the candidate is true and I accept that the PAT
submitted is his/her own work.

_______________________ ___/___/2023
SIGNATURE OF TEACHER DATE (DD/MM/YYYY)

SCHOOL STAMP

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