CIVIL TECHNOLOGY

CIVIL TECHNOLOGY
(CONSTRUCTION)

GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS

GRADE 12

2025

These guidelines consist of 16 pages.

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TABLE OF CONTENTS
Page
SECTION 1
1. INTRODUCTION 3

SECTION 2
2. GUIDELINES FOR THE TEACHER 4
2.1 The structure of the PAT for Civil Technology 4
2.2 Management of the PAT 4
2.3 Administration of the PAT 5
2.4 Assessment and moderation of the PAT 5
2.5 Assessment 5
2.6 Moderation 5

SECTION 3
3. GUIDELINES FOR THE LEARNER: CONSTRUCTION TASKS 6
3.1 Instructions to the learner 6
3.2 Phase 1: Building a cavity wall in stretcher bond 7
3.3 Marking guidelines for Phase 1 8
3.4 Phase 2: Raised garden bed 9
3.5 Marking guidelines for Phase 2 10
3.6 Composite mark sheet 13

SECTION 4
4. OTHER RELEVANT INFORMATION 14
4.1 Absence/Non-submission of task 14
4.2 Requirements for presentation 14
4.3 Recommended time frames for the completion of the PAT 14
4.4 Declaration of authenticity 15

SECTION 5
5. CONCLUSION 16

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SECTION 1

1. INTRODUCTION

The 18 Curriculum and Assessment Policy Statement subjects which consist of practical
components all include a practical assessment task (PAT). These subjects are:

 AGRICULTURE: Agricultural Management Practices, Agricultural Technology

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

A practical assessment task (PAT) mark 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 regularly 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 differ from subject to subject.

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SECTION 2

2. GUIDELINES FOR THE TEACHER

(These guidelines must be explained clearly to the learners.)

2.1 The structure of the PAT for Civil Technology

The PAT accounts for the skills the learner has mastered. The PAT is assessed at intervals and
requires the learner to engage in multiple practical sessions. During these weekly sessions, skills
such as simulation, experimentation, hand skills, tool skills, machine skills and workshop practice
are honed and perfected to the point where the learner may engage in the tasks set out for that
term. The PAT accounts for 25% of the learner's promotion mark.

2.2 Management of the PAT

The PAT should commence in Term 1, as this is a lengthy and drawn-out process and CANNOT
be left to the last minute. The model should be done over THREE terms starting in Term 1 and
Phase 1 should be done concurrently with the model in Term 1.

(a) Phase 1 must be completed, marked, and internally moderated by the end of Term 1.
(b) Phase 2 must be completed, marked, and internally moderated by 1 September 2025
to allow sufficient time for external moderation.
(c) The provincial education departments should conduct provincial moderation in
September to ensure readiness for the national external moderation in October.
(d) All the phases of the PAT are to be kept safe until the moderation process is completed
at all levels (both provincial and national moderation).
(e) The internal moderator/departmental head must conduct moderation of the PAT
throughout the year.
(f) It is imperative that the criteria are adhered to from the beginning, as this will form the
basis for assessment.
(g) Teachers cannot penalise learners on areas that are not included in the initial criteria.
(h) When learners are selected during moderation (face moderation), they may be
required to showcase their practical or drawing skills and knowledge of the content
captured in the practical assessment task.

All teachers must design a pacesetter in line with the time frames specified in the PAT to
indicate the completion dates for the different phases of the PAT. The teacher must manage
this process to avoid crisis management and unnecessary stress closer to the completion
date of the PAT.

The submission dates for the different phases of the PAT, as indicated in the pacesetter,
should be given to the learners in writing. By adhering to these guidelines, the assessment and
moderation process should be smooth and fair, ensuring that all learners are evaluated
consistently and accurately.

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2.3 Administration of the PAT

The PAT should be based on real-life situations and should be administered and completed
under controlled conditions.

After studying the guidelines teachers must fully explain the requirements of the different phases
of the PAT, inclusive of the criteria as indicated in the assessment tools and mark schedules, to
the learners. This will ensure that learners and teachers have a common understanding of the
assessment tools and what is expected of the learners.

Teachers are requested to make copies of SECTIONS 3 to 5 of this document and hand it to
the learners not later than the first week after the opening of schools in January 2025.

The products/models should not leave the classroom/workshop and must always be kept
in a safe place when learners are not working on them.

2.4 Assessment and moderation of the PAT

The PAT for Grade 12 is externally set and moderated, but internally assessed by the teacher
and moderated by the internal moderator/departmental head.

2.5 Assessment

Frequent developmental feedback is needed to guide and support the learner to ensure that the
learner is on the right track.

Both formal and informal assessments should be conducted at the different phases of the PAT.
Informal assessment may be conducted by the learner himself or herself, by a peer group, or by
the teacher. Formal assessment should always be conducted by the teacher and the results will
be recorded.

The teacher must consider the requirements of the assessment of all the phases of the PAT
and therefore plan the assessment programme of the PAT accordingly.

2.6 Moderation

During moderation of the PAT, all phases of the PAT must be presented to the internal moderator
as well as the external moderator.

Where required, the moderator should be able to call the learner to explain the function and
working principles and request the learner to exhibit the skills acquired during practical sessions
for moderation purposes.

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SECTION 3

3. GUIDELINES FOR THE LEARNERS: CONSTRUCTION TASKS

Learner's name: _____________________________________

Time Allowed: Term 1 to Term 3

The practical assessment task (PAT) consists of TWO phases to be completed

over THREE terms.

The PAT should be done over THREE terms starting in Term 1 with Phase 1 and
Phase 2.

TIME SCHEDULE FOR THE COMPLETION OF THE PAT:

It is recommended that learners and teachers use this time schedule to finish
the PAT in the allocated time.

TERM WORK TO BE DONE

Term 1 Phase 1 Building of a cavity wall in stretcher bond
Term 1 Phase 2 (Part 1) Research, drawings and cutting list
Making of formwork for concrete frame
Term 2 Phase 2 (Part 2) top OR base, timber frame and sheet
metal cladding
Casting of concrete, striking of formwork,
Term 3 Phase 2 (Part 3)
joining and finishing

3.1 Instructions to the learner

 This practical assessment task (PAT) counts 25% of your final promotion mark.

 All the work you produce must be your own effort.

 Use your discretion where dimensions and/or information have been excluded or omitted.

 Where available you may use electronic equipment, e.g. cellphones, cameras and digital
cameras to document your progress.

 The product/model should NOT leave the classroom/workshop and must be kept in
a safe place at all times when you are not working on it.

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3.2 Phase 1: Building a cavity wall in stretcher bond

Term: 1
Duration of phase: 5 hours per learner
Mark allocation: 20 marks

TASK:

Build a corner of a cavity wall in stretcher bond, connecting the inner and outer leaves with wall
ties. The wall should be built with lime and sand.

SPECIFICATIONS:

 Profiles must be used when building the cavity wall.

 The corner of the cavity wall should be 4 bricks long to each side and five courses high with
a stopped end on the one side.
 Place TWO wall ties between the second and third courses and TWO between the fourth and
fifth courses. Wall ties must be equally spaced.
 Place TWO weep holes in the second course.
 Place the damp-proof course in the correct position.

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3.3 Marking guidelines for Phase 1

ASSESSMENT CRITERIA FOR BUILDING A CAVITY WALL IN STRETCHER BOND

LEARNER'S NAME AND SURNAME: __________________________________

MODERATED MARK
GOOD/ EXCELLENT

ATTEMPTED
POOR/NOT
ASSESSMENT CRITERIA

AVERAGE
8–10 4–7 0–3 0–10
Measuring and marking out the layout of the cavity wall
Setting up and using profiles for the building of the cavity wall

Building of a corner of a cavity wall using the correct bond

Correct closing of the cavity at the stopped end

Placing the FOUR wall ties in the correct position

Placing the damp-proof course in the correct position
Correct placement of the weep holes
Quality of craftsmanship and plumbness of the corner of the
cavity wall

TOTAL OUT OF 80

CONVERTED TOTAL OUT OF 20

(Total ÷ 4)

It is mandatory to record video clips and photos of the learner performing the task and keep
these video clips and photos electronically on a disc or memory stick (backup) at the school,
which should then be provided as evidence during moderation.

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3.4 Phase 2: Raised garden bed

Terms: 1,2 and 3

Duration of phase: 20 hours

TASK:

You are required to design and make a raised garden bed with a timber frame, corrugated iron
sheet sides and a freshly cast reinforced concrete frame top OR solid concrete base. The
corrugated iron sheets and the timber should be joined by using appropriate joining methods.

INSTRUCTIONS:

 Research different types of designs of raised garden beds focusing on the following:
o Reinforced concrete frame tops OR concrete bases for raised garden beds.
o Sheet metal cladding
o Appropriate joining methods used to join timber to sheet metal.
 Draw (freehand or with instruments) at least THREE different designs of a raised garden bed
with a reinforced concrete frame top OR a solid concrete base.
 Select the preferred design and draw a scale drawing of the front, top and left views
(first-angle orthographic working drawings) of the raised garden bed that you are going to
make. Show ALL measurements/dimensions and joining methods on your drawing.
 List ALL material needed to complete the raised garden bed.
 Compile a cutting list for the formwork of the concrete base/top and timber used for the frame
of the raised garden bed.
 Calculate the volume of concrete needed for the frame top OR base of the raised garden
bed using dimension paper.
 Compile a detailed schedule to show the stages and time frames for making the raised
garden bed.

Use the following specifications:

 The raised garden bed should consist of the following:

o A reinforced concrete frame top OR solid concrete base
o A timber frame
o Sheet metal cladding sides
 Formwork must be made for the casting of the reinforced frame top OR the base.
 Reinforcement for the concrete frame top OR base must be added for strength.
 Any suitable timber can be used for the frame.
 The sheet metal cladding should be joined to the frame using an appropriate joining method.
 Learners should be innovative and creative when making the raised garden bed.

NOTE: Evidence of research, drawings, cutting list, calculations, templates, stages of making
and striking of formwork as well as the model should be available for moderation.

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3.5 Marking guidelines for Phase 2

ASSESSMENT OF THE RAISED GARDEN BED

LEARNER'S NAME AND SURNAME: __________________________________

MODERATED MARK
GOOD/EXCELLENT

ATTEMPTED
ASSESSMENT CRITERIA

POOR/NOT
AVERAGE
PLANNING 8–10 5–7 0–4 0–10
Research different types of designs of raised garden beds focusing on
the following: (Minimum 2 x A4 pages on each criterion with a summary
of information compiled in the research)
o Reinforced concrete frame tops OR concrete bases for raised
garden beds
o Sheet metal cladding
o Appropriate joining methods used to join timber to sheet metal
THREE freehand/instrument drawings of different designs of raised
garden beds with a concrete frame top OR base, timber frame and
sheet metal cladding
4–5 2–3 0–1 0–5
A list of all materials needed to complete the raised garden bed
Compiling a cutting list for the formwork and timber frame
Calculating the volume of concrete for the frame top OR base on
dimension paper
Compiling a schedule of stages and time frames for the making of the
raised garden bed
TOTAL: 40
SCALE DRAWINGS OF PREFERRED DESIGN 4–5 2–3 0–1 0–5
Correctness of front view (including hidden detail)
Correctness of top view (including hidden detail)
Correctness of left view (including hidden detail)
Dimensions correctly indicated on ALL views
TOTAL: 20

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MODERATED MARK
GOOD/EXCELLENT
ASSESSMENT CRITERIA

ATTEMPTED
POOR/NOT
AVERAGE
FORMWORK 8–10 4–7 0–3 0–10
Marking and cutting of formwork for the concrete frame top OR base
Marking, drilling holes for screws and joining of formwork members
Sealing of formwork
TOTAL: 30
TIMBER FRAME AND CLADDING 8–10 4–7 0–3 0–10
Marking, cutting, drilling and aligning the members of the frame for the
raised garden bed
Marking and cutting out the sheet metal cladding
Joining the sheet metal cladding to the frame
Placement of the concrete frame top OR base in correlation to the frame
TOTAL: 40
REINFORCEMENT 8–10 4–7 0–3 0–10
Placing of reinforcement
TOTAL: 10

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MODERATED MARK
GOOD/EXCELLENT
ASSESSMENT CRITERIA

ATTEMPTED
POOR/NOT
AVERAGE
CONCRETE 8–10 5–7 0–4 0–10
Mixing and placing of concrete
TOTAL: 10
STRIKING OF FORMWORK 4–5 2–3 0–1 0–5
Striking of formwork members without damage to the concrete frame OR
base
TOTAL: 5
FINISHING OF PRODUCT 4–5 2–3 0–1 0–5
Finishing of external surface of the concrete frame OR base
Finishing the frame and sheet metal cladding
TOTAL: 10
FINAL PRODUCT 4–5 2–3 0–1 0–5
Neatness, appearance and functionality of the final product
TOTAL: 5
INNOVATION AND CREATIVITY 4–5 2–3 0–1 0–5
The learner enhances his/her chosen design by adding features to
improve the appearance and functionality of the raised garden bed
TOTAL: 5
GENERAL ASPECTS 4–5 2–3 0–1 0–5
Adherence to deadlines
TOTAL: 5
TOTAL OUT OF 180
CONVERTED TOTAL OUT OF 80
(Total ÷ 2.25)

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3.6 Composite mark sheet for Construction PAT

PHASE 1 PHASE 2 (MODEL) TOTAL

PART 1 PART 2 PART 3
TERM 1
TERM 1 TERM 2 TERM 3

STRIKING OF FORMWORK

FINISHING OF PRODUCT
FRAME AND CLADDING
BUILDING OF A CAVITY

SCALE DRAWINGS OF
WALL IN STRETCHER

PREFERRED DESIGN

GENERAL ASPECTS
MODERATED MARK

MODERATED MARK

MODERATED MARK

MODERATED MARK
CONVERTED MARK
SCHOOL NAME AND LOGO

TOTAL: (PHASE 1 +
REINFORCEMENT

INNOVATION AND
FINAL PRODUCT

TOTAL PHASE 2
FORMWORK

CREATIVITY
CONCRETE
PLANNING

PHASE 2)
BOND

NO SURNAME AND NAME OF

20 20 40 20 30 40 10 10 5 10 5 5 5 180 180 80 80 100 100
LEARNER
1
2
3
4
5
6
7
8
9
10
TOTAL TOTAL

_______________________ __________________
Signature of (Teacher) Date (dd/mm/yy)

________________________ __________________ SCHOOL STAMP

Signature of (Moderator) Date (dd/mm/yy)

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SECTION 4

4. OTHER RELEVANT INFORMATION

4.1 Absence/Non-submission of task (What are the consequences?)

The absence of a PAT will be dealt with in accordance with the regulations as stipulated in the
National Policy on Protocol for Assessment Grades R–12, page 6, Chapter 3, paragraphs 7 and
8.

The National Protocol for Assessment Grades R–12, Chapter 3, paragraph 8, subsection (4)
clearly states that the absence of a practical assessment task mark will result in the candidate,
registered for that particular subject, receiving an incomplete result.

4.2 Requirements for presentation

The following must be presented by the candidate for assessment and moderation:

 Phase 1: Mark sheet with evidence

 Phase 2: Evidence of planning and scale drawings of the model
 Phase 2: Mark sheet with completed model
 The candidate's name and class must be clearly indicated on all components of the PAT
 Completed Declaration of Authenticity with school stamp

The following document must be presented by the teacher for moderation:

 A composite mark sheet (ONE composite mark sheet comprising all candidates' names and
marks for all phases)

4.3 Recommended time frames for the completion of the PAT

Term 1:

 Phase 1 and Phase 2 (Part 1)

Term 2:

 Phase 2 (Part 2)

Term 3:

 Phase 2 (Part 3)

The product/model should be manufactured in the workshop under the teacher's

supervision.

NOTE: The teacher should plan properly and manage the available resources so that all
learners will be kept busy with some part of the tasks throughout the year. PAT tasks
must be completed, marked, and internally moderated by 1 September 2025.

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4.4 Declaration of authenticity

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

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

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

SCHOOL STAMP

I hereby declare that the practical assessment task submitted for assessment is my own,
original work and it has not been submitted for moderation previously.

SIGNATURE OF LEARNER DATE (dd/mm/yy) (SUBMITTED)

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

______________________________________ _________________
SIGNATURE OF TEACHER DATE (dd/mm/yy)

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SECTION 5

5. CONCLUSION

On completion of the practical assessment task learners should be able to demonstrate their
understanding of the built environment/industry, enhance their 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 learner's life skills and provides
opportunities for learners to engage in their own learning.

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