N1 - N5 Curriculum Guide by Macmillan Education South Africa

N1 –N5 CURRICULUM GUIDE To order any of our books contact: MACMILLAN CUSTOMER SERVICES Gugulethu Skhosana Email: customerservices@macmillaneducation.co.za Tel: 011 731 3337 Fax: 011 731 3535 www.macmillaneducation.co.za www.troupant.co.za

A summary of all the changes in Nated Engineering & Business curricula

G TVETFirst U @TVETFirst Gan Krishna National Sales Manager: TVET Colleges Cell: 078 804 0592 Email: Gan.Krishna@macmillaneducation.co.za Jayshil Bhula Sales Representative: TVET Colleges Cell: 078 803 9903 Email: Jayshil.Bhula@macmillaneducation.co.za

New content and Learning Outcomes Changes to weighting Exam changes Updates and modernised content Content removed

SUPPORTING YOU THROUGH

NATED 2021 CURRICULUM IMPLEMENTATION

TVET FIRST

Contents

Travel Oﬃce Procedures N5

Engineering N1 Bricklaying and Plastering Theory N1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Electrical Trade Theory N1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Motor Trade Theory N1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1995 curriculum

Curriculum for implementa on in 2021 Module 5: Bank reconcilia on statement WEIGHTING 10%

Engineering N2 Bricklaying and Plastering Theory N2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Electrical Trade Theory N2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Motor Trade Theory N2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Engineering N3 Electrical Trade Theory N3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Motor Trade Theory N3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10. Bank reconcilia on

5.1 Reconciling the entrepreneur’s books (NEW)

10.1 Comparison of the bank statement with the cash journals

5.1.1 Reconcilia on of bank statements with cash journals in order to prepare bank reconcilia on statements:

10.2 Entries to bring about the reconcilia on of the cash journals and the bank statement

• outstanding deposits

10.3 The comparison of the bank statement with the bank account

• stop/debit orders

• cheques not yet presented for payment • direct transfers • bank charges

Engineering N4

• interest received or charged

Electrotechnics N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• correc on of errors or omissions

Mechanotechnics N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• cheques R/D or cancelled

Quan ty Surveying N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

• post-dated cheques received/issued 5.1.2 Compare the journals with the monthly bank statement to iden fy diﬀerences.

Engineering N5 Electrotechnics N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Mechanotechnics N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Quan ty Surveying N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Business N4 Applied Management N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introductory Computer Prac ce N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Computer Prac ce N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

5.1.3 Record the diﬀerences in the cash journals and the bank reconcilia on. 5.1.4 Calculate the correct bank balance a er reconcilia on. Module 2: Principles of South African law 1. South African law 2. Law of contracts 3. Contracts on purchase of sale

Introductory Financial Accoun ng N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

The sec on on law has moved to TOP N6 and the outcomes have been expanded. The law module has been replaced by the new content in Module 1 (Introduc on to entrepreneurship and basic accoun ng principles) in TOP N5 2021 curriculum.

Financial Accoun ng N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Introductory Informa on Processing N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Informa on Processing N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

TVET First author: Michelle Fourie

Travel Services N4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Business N5 Communica on N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Computer Prac ce N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Financial Accoun ng N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Informa on Processing N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Travel Oﬃce Procedures N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180

LECTURER’S GUIDES available for all STUDENT’S BOOKS 185

Engineering

TVET FIRST

Bricklaying and Plastering Theory N1

This document contains important informa on about the revised curriculum for Bricklaying and Plastering Theory N1. In the le hand column we explain what has changed from the old curriculum to the new, and in the right hand column we tell TVET First users where they can find the relevant content in our book, TVET First Bricklaying and Plastering Theory N1. Page numbers refer to the TVET First Student’s Book. Implementa on is scheduled for 2021. Major changes to the 2021 curriculum: The curriculum has been reworked and extended.

Examples in TVET First Bricklaying and Plastering Theory N1

Module: 1 Tools and safety

Module 1: Health and Safety

The OLD curriculum focused on:

The NEW curriculum focuses on:

• Unit 1.1: Safety, tools and equipment • Unit 1.3: Basic bricklaying tools

The Occupa onal Health and Safety Act, giving more informa on on safety signs, PPE, good housekeeping, accidents and incidents.

• Unit 1.4: Basic plastering and ling tools

(See for example, pages 1 – 27)

• Unit 1.2: Basic hand tools and equipment

NEW Module 2: Tools This content was previously part of Module 1 and is now covered in Module 2, including more detail on each category of tools. • Unit 2.1: Basic wall and floor ling tools • Unit 2.2: Basic join ng tools • Unit 2.3: Basic plastering tools • Unit 2.4: Basic brick-cu ng tools • Unit 2.5: Basic se ng-out tools • Unit 2.6: Basic bricklaying tools • Unit 2.7: Caring for and storing hand tools

Con nued 3

TVET FIRST

Bricklaying and Plastering Theory N1

Major changes to the 2021 curriculum: The curriculum has been reworked and extended.

Examples in TVET First Bricklaying and Plastering Theory N1

Module 2: Materials

Module 3: Materials

Material in this module from the previous curriculum has been rearranged and incorporated into the new Module 3.

The new Module 3 incorporates content from the previous Modules 3, 5 and 8. It also adds glass as a new material. • Unit 3.1: Cement • Unit 3.2: Admixtures • Unit 3.3: Aggregates • Unit 3.4: Lime • Unit 3.5: Natural building stone • Unit 3.6: Firebricks • Unit 3.7: Glass (See pages 60 – 90)

Module 3: Concrete

Module: 5 No-Fines concrete

The OLD curriculum dealt with

The NEW curriculum has moved the content on nofines concrete into a new, more detailed sec on in Module 5. (See the diagrams and explana ons on page 113.)

• Unit 3.1: What is concrete? • Unit 3.2: Working with concrete • Unit 3.3: No-Fines Concrete (NFC). Content covering concrete has been expanded and much more detail has been added in the new curriculum, Modules 5, 8 and 9.

Module 8: Concrete works In this sec on, the NEW curriculum focuses on: Discuss concrete (normal) in rela on to the following: Hand mixing, machine mixing, transporta on, se ng and hardening, protec on and curing, removal of formwork and lightweight concrete. Module 9 Concrete masonry construc ons In this sec on, the NEW curriculum focuses on: Discuss in rela on to the following: Nominal masonry construc on, textures, pilaster blocks, bonding pa erns of intersec ng walls, corners, cavity walls, window sill and coping blocks, lintels, diﬀerent bedding methods and joint profiles.

Con nued 4

TVET FIRST

Bricklaying and Plastering Theory N1

Major changes to the 2021 curriculum: The curriculum has been reworked and extended.

Examples in TVET First Bricklaying and Plastering Theory N1

Module 4: Materials tes ng

The curriculum has few changes. Unit 4.1: Tests done on mortar sand

This content has been reorganised and it includes more detailed descrip ons in four new units.

Unit 4.2: Tests done on cement and concrete

Unit 4.1: Sand test Unit 4.2: Tes ng concrete Unit 4.3: Compression test Unit 4.4: Concrete-beam test TVET First gives step-by-step explana ons and labelled diagrams for these new topics (for example, pages 97, 100, 101).

Module 5: Lime and admixtures

This topic has been moved to two diﬀerent units in Module 3 in the new curriculum.

There was no major focus on types of soil in the old curriculum.

Module: 6 Types of soil This is a new module. The NEW curriculum focuses on the role of moisture and diﬀerent types of soil in the building industry. TVET First gives step-by-step explana ons and labelled diagrams for these new topics (pages 119, 122, 126, 127 and 129 for examples of diagrams and explana ons).

Se ng out was not covered in the old curriculum.

Module 7 Se ng out This is a NEW module in the curriculum. It includes the following: • Interpret basic drawings. • Describe 3, 4, 5 method. Describe how to transfer the levels from the corner profiles to the concrete founda ons. TVET First gives step-by-step explana ons and labelled diagrams for these new topics (see, for example, pages 138, 139 and 140).

Con nued 5

TVET FIRST

Bricklaying and Plastering Theory N1

Major changes to the 2021 curriculum: The curriculum has been reworked and extended.

Examples in TVET First Bricklaying and Plastering Theory N1

Module 6: Bricks and bonding

Module 9 Concrete masonry construc ons

and

In this sec on, the NEW curriculum focuses on using concrete masonry units:

Module 7: Join ng and poin ng These two modules from the OLD curriculum have been incorporated and increased in detail in Modules 9, 10 and 11.

• Discuss in rela on to the following: Nominal masonry construc on, textures, pilaster blocks, bonding pa erns of intersec ng walls, corners, cavity walls, window sill and coping blocks, lintels, different bedding methods and joint profiles. See pages 169–181. Module 10 Brick bonding This more detailed sec on in the NEW curriculum extends content from the old Modules 6 and 7. It focuses on the different types of bonding and their use in the building industry. Module 11 Wall construc ons (general) In this sec on, the NEW curriculum focuses on the different methods of bonding new work to the exis ng walls. TVET First provides clear diagrams and explana ons – see for example pages 207–209.

Module 8: Damp-proofing

Module 11 Wall construc ons (general)

Damp-proof courses have been moved into Module 11 Wall construc ons, in the new curriculum.

The second part of the new Module 11 deals with damp-proofing. See pages 210–215.

Module 9: Arches and Greek moulding

Module 14 Arch construc on

This sec on from the old curriculum has been reorganised with some new content in Modules 14 and 15.

The NEW curriculum has moved this to Module 14. Module 15: Basic forms of Greek moulding The NEW curriculum has new content on this sec on: Make a comparison between Greek and Roman mouldings. TVET First gives detailed informa on on this – see page 264.

Module 10: Plastering

Module 12 Plaster works

The OLD curriculum has been replaced with content in Module 12.

In this sec on, the NEW curriculum focuses on: The student must be able to explain various thicknesses of diﬀerent plastering codes.

Con nued 6

TVET FIRST

Bricklaying and Plastering Theory N1

Major changes to the 2021 curriculum: The curriculum has been reworked and extended.

Examples in TVET First Bricklaying and Plastering Theory N1

Epoxy resins is not covered in the old curriculum

Module 16: Epoxy resins This is a NEW module in the curriculum. It includes the following: • Discuss the following: prepara ons and applica on to concrete as a flooring surface, grou ng, concrete bonding and repair compound. • Name advantages of epoxy resins. See TVET First pages 268–276.

Quan es of materials is not covered in the old curriculum.

Module 17: Quan

es of materials

This is a NEW module in the curriculum. It includes the following: Calculate quan es of materials required for plasterwork, ling, brickwork and concrete. TVET First oﬀers many diagrams and worked examples. For examples, see pages 280, 283,284 and 289.

Very important points: New sec ons update important aspects of the construc on industry. Detailed diagrams and worked examples for Module 7 Se ng out and Module 17 Quan es and Materials guide students to master the new content. TVET First oﬀers a Lecturer’s Guide which includes: • A lesson plan

TVET First Bricklaying and Plastering Theory N1 has been completely revised: • It covers old and new LOs, and meets the new detailed requirements of the curriculum. • The NEW Modules include: Module 6: Types of soil Module 7: Se ng out Module 16: Epoxy resins Module 17: Quan es of materials.

• Comprehensive answers • Useful background informa on and resources, including links to online resources.

TVET First authors: Jowaheer Consul ng and Technologies The authors are experienced lecturers and consultants who have wri en many engineering books prescribed in colleges. Mr Jowaheer is a leading engineering author for Troupant Publishers.

TVET FIRST

Electrical Trade Theory N1

This document includes important informa on about the revised curriculum for Electrical Trade Theory N1, scheduled for implementa on in 2021. For best results, use TVET First Electrical Trade Theory N1. Changes to the curriculum for 2021: • The curriculum has been revised and changed. • Many sec ons have been removed. • All Learning Outcomes have been renumbered and rewri en. Modules and weigh ngs: The new curriculum has been broken down into Modules with weigh ngs as follows: New curriculum (2021): Module 1

Safety precau ons

10%

Module 2

Fire and fire figh ng

Module 3

Hand and power tools

Module 4

Direct current theory

30%

Module 5

Conductors and insula ng materials

Module 6

Wiring of premises

25%

Module 7

Tes ng of a single phase installa on

Module 8

Magne sm and electromagne sm

10%

Module 9

Renewable energies

Overview of changes • Old Module 1 – Safety and basic hand tools - has now been broken up into 3 modules: – M1 Safety precau ons, M2 Fire and firefigh ng and M3: Hand and power tools – Safety precau ons now include new Learning Outcomes on the Occupa onal Health and Safety Act and accident and incidents and more detailed Learning Outcomes on housekeeping, safety signage and fire. – Grinding wheels and environmental prac ce are no longer specifically men oned in the curriculum. – ‘Hickey’ has been added to the list of basic hand tools that students need to know how to use and care for. – Learning Outcomes have been added on the care, maintenance and safe use of power tools.

Con nued 8

TVET FIRST

Electrical Trade Theory N1

• Electrical circuits (now called DC circuit theory) now accounts for 30% of the curriculum compared to 12% previously. • Fleming’s le -hand rule is no longer covered under magne sm. • Transformers have been completely removed from the N1 curriculum. • Ba eries are now part of the direct current theory module and covered in far less detail than before (only the diﬀerence between primary and secondary cells is required). • Direct current sources have been removed completely (Fleming’s right-hand rule, opera on of a DC generator, other means of producing electricity). • The alterna ng current sec on has been reduced to cover only Faraday’s laws of electromagne c induc on and the genera on of a sine wave. • Measuring instruments have been removed. • Cables and wire ways have been removed. • Wiring of premises is now weighted 25%, up from 18%. • Iden fying electric components and drawing wiring diagrams for fixed, sta onary and portable appliances has been removed. • The func on of the following protec ve devices is now required: circuit breaker, earth leakage relay, ligh ng arrestor, fuse – but students are no longer required to describe the principle of opera on of single phase circuit breakers, three-phase circuit breakers and core balance earth leakage relays. Load distribu on and energy control units are no longer covered. • Tes ng of earth leakage relays and motors has been removed. • Electronics has been removed. • A new module on renewable energy has been added – this introduces content on renewable energy for the first me in the TVET curriculum. TVET First author: Sunil Chuturgoon

TVET FIRST

Motor Trade Theory N1

This document includes important informa on about the revised curriculum for Motor Trade Theory N1. The table provides an easy reference to compare the old and new curricula. The le hand column summarises the old curriculum, and the right hand column explains the changes made in the new curriculum. The page numbers refer to the pages in TVET First Motor Trade Theory N1 Student’s Book. Implementa on is scheduled for 2021. What has changed from the old curriculum:

New content in the 2021 curriculum:

Module: 1 Induc on and safety in the workplace

Module: 1 Induc on and safety in the workplace (pp 1–24)

The OLD curriculum focused on: • Safety and health in the workshop • Care of customers’ cars and storage

The NEW curriculum focuses on: Housekeeping: • Defining good housekeeping • Iden fying health hazards in the workshop • Understanding the reasons for good housekeeping • Lis ng advantages of good housekeeping Accidents and incidents: • Diﬀeren a ng between an accident and an incident • Lis ng causes of accidents • Iden fying poten al safety hazards • Describing procedures for accident preven on Signage: (NEW sec on) • Iden fying categories of safety signs • Iden fying colour coding of safety signs • Describing the meaning of each sign Occupa onal Health and Safety (OHS) Act: (NEW sec on) • Explaining the purpose of the OHS Act • Iden fying the requirements for the OHS Act • Describing the du es of the employer and employees according to the OHS Act Personal Protec ve Equipment (PPE): • Iden fying and describing func ons of PPE • Care and storage of PPE

Con nued 10

TVET FIRST

Motor Trade Theory N1

What has changed from the old curriculum:

New content in the 2021 curriculum:

Module 2: Hand tools and precision measuring equipment

Module 2: Hand tools and precision measuring equipment (pp 25–78)

The OLD curriculum focused on:

The NEW curriculum focuses on:

Workshop measurements and tools

Hand tools: • Naming and describing the func ons of the various hand tools • Care and storage of hand tools • Drawing and labelling various hand tools Precision measuring equipment: • Naming and describing the func ons of various precision measuring equipment • Care and storage of precision measuring equipment • Drawing and labelling various kinds of precision measuring equipment Tools and electrical equipment: • Safe use of workshop electrical equipment and workshop hand tools • Care and storage of electrical equipment • Drawing and labelling various kinds of electrical equipment Li ing equipment: • Iden fying and describing the func ons of li ing equipment • Explaining the safe use of li ing equipment

Module 3: Terminology and engine layout The OLD curriculum focused on:

Module 3: Terminology and engine layout (pp 79–103)

Nomenclature

The NEW curriculum focuses on: Engine components: • Iden fying and describing the func ons of various engine components • Drawing and labelling various engine components • Lis ng and explaining materials used in the construc on of engine components

Con nued 11

TVET FIRST

Motor Trade Theory N1

What has changed from the old curriculum:

New content in the 2021 curriculum: Engine layout: • Iden fying and describing various engine layouts • Drawing and labelling various engine layouts • Lis ng advantages

Module 4: Fundamentals of engine opera on

Module 4: Fundamentals of engine opera on (pp 104–113)

The OLD curriculum focused on: • Principles of opera on • Rotary engines (removed)

The NEW curriculum focuses on:

Module 5: NEW MODULE!

Module 5: Computer-based vehicle specifica ons (pp 114–121)

Engine cycles: • Explaining the opera on of the four- and twostroke petrol engine • Explaining the opera on of the four- and twostroke diesel engine • Drawing and labelling four- and two-stroke petrol engines • Drawing and labelling four- and two-stroke diesel engines • Explaining the diﬀerences between petrol and diesel engines

The NEW curriculum focuses on: Introduc on to computers: • Performing basic computer opera ons • Retrieving vehicle technical specifica ons from a database • Accessing the Internet • Searching for vehicle technical informa on on the Internet Printer: • Accessing a printer from the computer • Prin ng retrieved or researched informa on

Con nued 12

TVET FIRST

Motor Trade Theory N1

What has changed from the old curriculum:

New content in the 2021 curriculum:

Module 6: NEW MODULE!

Module 6: Turbochargers, super chargers and exhaust systems (pp 122–133) The NEW curriculum focuses on: Turbochargers and super chargers: • Iden fying and describing the func ons of turbochargers and super chargers • Lis ng advantages and disadvantages of turbochargers and super chargers Exhaust systems: • Iden fying and describing various exhaust system components • Drawing and labelling various exhaust systems and components

Module 7: Engine lubrica on and general servicing

Module 7: Engine Lubrica on and general servicing (pp 134–161)

(Modules 7–10) of the OLD curriculum: • Lubricants • Engine lubrica on • Oil control • Oil cleanliness

The NEW curriculum focuses on: Introduc on to lubrica on: • Explaining the reasons for lubrica on • Lis ng the types and classifica ons of lubricants used in automo ve vehicles • Lis ng the various addi ves used in lubricants • Explaining the uses of various addi ves Engine lubrica on systems: • Iden fying the parts of engine lubrica on systems (including oil pumps, filters, seals, etc.) • Explaining the func ons and opera on of the engine lubrica on systems • Drawing and labelling engine lubrica on systems • Explaining diﬀerent engine lubrica on systems Oil control: • Explaining crankcase ven la on func ons and reasons

Con nued 13

TVET FIRST

Motor Trade Theory N1

What has changed from the old curriculum:

New content in the 2021 curriculum: • Explaining reasons for excessive oil usage and oil pressure faults • Explaining oil contamina on and dilu on

Module 8: Cooling systems

Module 8: Cooling systems (pp 162–181)

The OLD curriculum focused on:

The NEW curriculum focusses on:

Temperature control

Introduc on to cooling systems: • Explaining the reasons for engine cooling • Lis ng the types and classifica ons of cooling systems used in automo ve vehicles • Explaining the func ons of an -freeze used in the cooling system Parts of the cooling system: • Iden fying the parts of an engine cooling system • Explaining the func ons and opera on of engine cooling system components (including oil cooler) • Drawing and labelling the engine cooling systems and components • Explaining the diﬀerent engine cooling systems • Lis ng possible cooling system faults and causes

Module 9: Wheel assemblies NEW MODULE!

Module 9: Wheel assemblies (pp 182–198) The NEW curriculum focuses on: Introduc on to wheel assemblies: • Lis ng the types and classifica ons of wheel assemblies used in automo ve vehicles • Explaining the func ons of wheel assembly components and wheel balancing • Lis ng possible faults and causes of wheel assembly components and wheel balancing

Con nued 14

TVET FIRST

Motor Trade Theory N1

What has changed from the old curriculum:

New content in the 2021 curriculum:

Module 10: Ba eries

Module 10: Ba eries (pp 199–213)

The OLD curriculum focused on:

The NEW curriculum focuses on:

Ba eries

Introduc on to ba eries: • Lis ng the types and classifica ons and construc on of ba eries used in automo ve vehicles • Explaining the func ons of ba ery components • Explaining the charging of ba eries • Explaining the safety measures to be applied when fi ng, removing, tes ng and charging ba eries • Lis ng ba ery component tes ng, faults and causes

Module 11: Introduc on to hybrid and electric powered vehicles NEW MODULE!

Module 11: Introduc on to hybrid and electric powered vehicles (pp 214–220) The NEW curriculum focuses on: Introduc on to hybrid systems: • Understanding the opera on of the hybrid system • Introduc on to electric powered vehicles • Understanding the basic opera ons of an electric motor-powered vehicle

Con nued 15

TVET FIRST

Motor Trade Theory N1

Very important points:

Our new book has been made over:

1. This subject covers the basics of Motor Trade Theory and introduces this par cular field of learning at N1 level. It is assumed that students have no previous automo ve background / knowledge. The content was revised to address gaps and shortcomings in the 1980 version of the curriculum.

• It covers old and new LOs, and meets the new detailed requirements of the curriculum.

2. There is a Lecturer’s Guide, with: • Comprehensive answers (pp. 10–29) • Useful background informa on and resources (pp. v–xiii) • Class tests and memoranda (pp. 68–78) • A prac ce examina on memorandum (p. 79)

• The NEW Modules include: – Computer-based vehicle specifica ons (pp. 114–121) – Turbocharger, super charger and exhaust systems (pp. 122–133) – Wheel assemblies (pp. 182–198) – Introduc on to hybrid and electric powered vehicles (pp. 214–220)

• Special features include: – Numerous examples from the real world (see, for example, Table 1.1 on pp.4–6) – Many ac vi es (based on reality, exam 3. Each Module is broken down into diﬀerent ques ons, and for enrichment) – pp. 3–4, Units, with a summary and summa ve 30, 35–36) assessment for each Module (see, for – See it online – which encourages students to example, pp. 1–24). enrich their learning through self-research 4. The promo copy is NOT FINAL as the proofs (pp. 4, 10, 14) had not yet been checked and fixed at the – Defini on boxes (pp. 4, 14, 16) and a full me. However, the promo copy should give glossary (pp. 224) lecturers a good feel of the new approach. The – A prac ce exam (pp. 221–223) layout, spacing and other issues have since been streamlined.

TVET First authors: Jowaheer Consul ng and Technologies and D Naidoo Both authors are experienced lecturers with many years of technical and workshop experience. Mr Jowaheer is a leading engineering author for Troupant Publishers. Derick Naidoo trained motor industry lecturers / instructors at Bosch and was the examiner and moderator for Motor and Diesel Trade N2 and N3 for 15 years.

TVET FIRST

Bricklaying and Plastering Theory N2

This document includes important informa on about the revised curriculum for Bricklaying and Plastering Theory N2, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Bricklaying and Plastering Theory N2! The main changes to this curriculum are: • Six new modules: Bar chart planning, Building materials, Shoring, Concrete masonry walls, Roof cladding materials, Paving. • Old modules have been split into separate modules with clearer specifica ons. • Some content has been removed from modules. • Order of modules has changed. • General and specific aims have been added. • There is now a specified admissions requirement of a Grade 9 pass or equivalent. • Specified dura on of one trimester full me, part me or distance learning. • Specified evalua on of an ICASS trimester mark added: two formal class tests (class test 1 is weighted on 30% of the curriculum and class test 2 is weighted on 70% of the curriculum). A minimum ICASS mark of 40% is required to qualify to write the final examina on. Changes from the previous curriculum

New content in 2021 curriculum

Module 1: Bar chart planning

New learning content:

• New module which covers the daily ac vi es of projects

Learners must explain how to implement the daily ac vi es of the project.

• Weighted as 9% of the curriculum Module 2: Building materials

New Learning Outcomes and content:

• New module which covers lightweight concrete as a new sec on and includes manufacturing of bricks and blocks as content included from Module 4 of the old curriculum

• Lightweight concrete

• Removed silica bricks from specifica ons • Weighted as 6% of the curriculum

– Name and explain proper es of lightweight concrete. – Explain the uses and applica ons of lightweight concrete. – Name and explain diﬀerent types of lightweight concrete. – Explain the reason for reinforcing the concrete floor.

Con nued 17

TVET FIRST

Bricklaying and Plastering Theory N2

Changes from the previous curriculum

New content in 2021 curriculum

Module 3: Metal scaﬀolds and trestles

New Learning Outcomes and content:

• Was Module 7

• Define diﬀerent types of scaﬀolding and trestles

• New sec on on defini ons

• Trestles:

• New Learning Outcomes for trestles

– Explain the spacing of trestles

• New content on ladders and step ladders

– Explain the dismantling of trestle scaﬀolding

• New content on metal scaﬀolding • No longer specify the erec on of simple metal scaﬀolds • No longer specify the Factories, Machinery and Building Works Act, just Safety Regula ons • Weighted as 9% of the curriculum

• Ladders: – Explain how extension ladders are erected – Describe and explain extracts from safety regula ons – Describe correct climbing procedure – Explain proper care and storage of ladders • Step ladders – Describe and explain extracts from safety regula ons – Describe correct climbing procedure – Explain proper care and storage of step ladders • Metal scaffolding – Define metal scaffolding – Name and describe different types of metal scaffolding

Module 4: Shoring

New Learning Outcomes:

• Completely new module on the methods and principles of shoring

• Describe methods and principles of shoring

• Weighted as 6% of the curriculum

• Explain well point dewatering systems

Module 5: Brick bonding

New Learning Outcome specifica ons:

• Previously Module 2

• English bond:

• Describe under-pinning and piling

• No longer includes wording for specifica ons for broken bonds, bonds applied in case of walls to right angled corners, tee and cross junc ons, concrete block bonding in right angled corners, bonding of 1 brick and 1 ½ brick obtuse and acute angled corners

– Describe two brick walling

• No longer includes wording for specifica ons for bonding as applicable to header bonds, stretcher bonds, double Flemish bonds, English garden wall bond and Flemish garden wall bond

– Draw and label three brick walling

– Draw and label two brick walling – Describe two-and-a-half brick walling – Draw and label two-and-a-half brick walling – Describe three brick walling – Draw and label one-and-a-half isolated pier – Draw and label two brick isolated pier

Con nued 18

TVET FIRST

Bricklaying and Plastering Theory N2

Changes from the previous curriculum • Weighted as 7% of the curriculum

New content in 2021 curriculum – Draw and label two-and-a-half isolated pier – Draw and label three brick isolated pier • Flemish bond: – Describe two brick walling – Draw and label two brick walling – Describe two-and-a-half brick walling – Draw and label two-and-a-half brick walling – Describe three brick walling – Draw and label three brick walling – Draw and label one-and-a-half isolated pier – Draw and label two brick isolated pier – Draw and label two-and-a-half isolated pier – Draw and label three brick isolated pier

Module 6: Cavity wall construc on

New Learning Outcomes:

• Was part of Module 5 but is now its own module with new Learning Outcome specifica ons

• Draw and label cavity walls

• No longer specifies 11 inch and 16 inch cavity wall construc on

• Explain the role of damp proof courses at cavity walls

• No longer includes wording for specifica ons of including treatment at openings and construc on such as concrete on hard core and suspended concrete and mber floors, ven la on, precau ons against termite infesta on, DPCs and any necessary precau ons • Weighted as 8% of the curriculum Module 7: Concrete masonry walls

New Learning Outcomes:

• Completely new module on joining at intersec ons of concrete masonry walls

• Draw and label diﬀerent types of concrete masonry walls

• Weighted as 7% of the curriculum

• Explain joining of masonry walls at intersec ons

Module 8: Terrazzo floors

New Learning Outcomes:

• Was part of Module 3 of old curriculum

• Explain the care of terrazzo a er laying

• Method of laying terrazzo is no longer separated into specified steps/parts to be covered – the curriculum now just states ‘Describe the method of laying terrazzo’ • One new Learning Outcome added • Weighted as 5% of the curriculum

Con nued 19

TVET FIRST

Bricklaying and Plastering Theory N2

Changes from the previous curriculum

New content in 2021 curriculum

Module 9: Walls and floor ling

No new learning content added to this sec on

• Previously Module 3 • Removed specifica on of ling with terra co a, glazed les and standard brick • Removed defini on of the term ‘faience’, its applica ons and precau ons to be observed in fixing Module 10: Fireplace and flue

New Learning Outcomes and content:

• Was part of Module 4

Industrial fireclay furnaces:

• Now its own module and has two sec ons of content: industrial fireclay furnaces (new) and fireplace and flue

• Describe the main purpose of industrial fireclay furnaces • Define technical terms of industrial fireclay furnaces

• No longer specify fireclay, its prepara on and use

• List types of industrial fireclay furnaces

• No longer specify domes c fireplace construc on and precau ons

• Explain building regula ons regarding industrial fireclay furnaces

• Bylaws to be observed replaced with explaining the building regula ons regarding fireplaces and flues

Fireplace and flue:

• Weighted as 5% of the curriculum

• Describe the main purpose of chimney flue • Define technical terms of fireplace and flue • List types of fireplaces • Describe Count Rumford’s Essen al Points • Explain building regula ons regarding fireplace and flue

Module 11: Arches

New Learning Outcomes:

• Was part of Module 5 in old curriculum

• Name and classify diﬀerent types of arches

• Now an en re module based on classifica on of arches with new Learning Outcome specifica ons

• Explain the defini ons of terms used for arches

• No longer specify semi-ellip cal and camber arches in gauged and axed work, instead, students must name and specify diﬀerent types of arches • Weighted as 6% of curriculum Module 12: Columns – plain and fluted

New Learning Outcomes:

• Was Module 6 in old curriculum

• Define diﬀerent terms

• No longer specify the type of core onto which columns are plastered

• Describe how plastering is conducted on columns

• New Learning Outcomes have been added • Weighted as 5% of curriculum

Con nued 20

TVET FIRST

Bricklaying and Plastering Theory N2

Changes from the previous curriculum

New content in 2021 curriculum

Module 13: Lathing

New Learning Outcomes and content:

• Was part of Module 1 in old curriculum

• Interior metal lathing

• Now a module on its own • Has been split into 5 sec ons of learning content, each with its own Learning Outcomes • Weighted as 5% of the curriculum

– List and describe different types of interior metal lathing • Exterior metal lathing – List and describe different types of exterior metal lathing • Metal lath accessories – List and describe different types of metal lathing accessories • Plastering over metal laths – Describe plastering over metal laths – Explain the term ‘three coat work’ • Plas c lathing – Name and explain the different types of plas c lathing – Explain the use of plas c lathing

Module 14: Ceiling-plaster mouldings

New Learning Outcomes:

• Was part of Module 1 in the old curriculum

• List tools required to run a ceiling mould

• Now a module on its own based on moulding tools with specified Learning Outcomes

• Describe general precau ons when running a mould

• Removed: running plaster moulds to semi-circular, segmental and ellip cal arches, including the use of trammel and peg mould • Removed: scotch bracke ng and running mouldings to cornices and skir ngs, etc. • Removed: raking moulds • Weighted as 5% of the curriculum Module 15: Roof cladding materials

New Learning Outcomes:

• New module which covers diﬀeren a on between cladding materials

• Name diﬀerent cladding materials (includes but not limited to roofing les, corrugated shee ng, plas c shee ng, thatch roofing)

• Weighted as 6% of the curriculum

• Explain how the diﬀerent cladding materials are secured to the roofing structure

Con nued 21

TVET FIRST

Bricklaying and Plastering Theory N2

Changes from the previous curriculum

New content in 2021 curriculum

Module 16: Paving

New Learning Outcome:

• New module which covers clay and concrete pavers

• List and describe clay and concrete pavers

• Weighted as 5% of the curriculum

TVET First authors: Jowaheer Consul ng and Technologies

TVET FIRST

Electrical Trade Theory N2

This document includes important informa on about the revised curriculum for Electrical Trade Theory N2, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Electrical Trade Theory N2! Changes to the curriculum for 2021: • • • • • •

The curriculum has been revised and updated. All Learning Outcomes have been renumbered and rewri en. There is more content covered than before. The curriculum has now been broken into 11 modules instead of 9. New modules on AC theory, electrical re cula on, ba eries and renewable energy. Electronics is no longer part of this curriculum.

Modules and weigh ngs: The new curriculum has been broken down into modules with weigh ngs as follows: New curriculum (2021): Calcula on ques ons

Theory and drawing type ques ons

Total weight

Module 1

Alterna ng current circuit theory

12%

Module 2

Conductors, insulators and cables

12%

Module 3

Electrical re cula on

Module 4

Switchgear and Protec ve devices

10%

Module 5

Ba eries

10%

Module 6

Direct current machines

10%

Module 7

Alterna ng current machines

Module 8

Transformers

10%

Module 9

Earthing

10%

Module 10

Measuring instruments

Module 11

Renewable energy

Con nued 23

TVET FIRST

Electrical Trade Theory N2

Summary of the changes Overview/highlights: • New module on AC theory (12% weigh ng) includes: – Dynamically induced emf and sinusoidal waveforms, three-phase circuits moved here from the old N1 curriculum – Brand new LOs on sta cally induced emf • Conductors insulators and cables – PVC insulated, wire armoured cables; PILCSTA and PILCSWA and XLPE cables moved here from the old N1 curriculum • Electrical re cula on has been given its own module with Learning Outcomes on the networks, genera on, transmission and distribu on (8% weigh ng) • The switchgear and protec ve devices have been reduced in weight from 22% to 8% – Circuit breakers are covered in less detail in the switchgear module – Day night switches and mers have been added to the switchgear module • New module on ba eries (10% weigh ng) includes: – Lead acid ba eries, rela ve density, capacity, tes ng moved here from old N1 curriculum – Brand new LOs on gel ba eries and lithium ba eries • Direct current generators have been moved into this curriculum (DC machines module) from the old N1 curriculum (opera on and commuta on). The learning content for DC motors is largely unchanged • AC machines have been reduced from 15% to 8% weigh ng – Starters for AC motors are no longer covered in the N2 curriculum – Split phase motors and shaded pole motors are now included under single phase motors as well as reversing direc on of single phase motors – Applica ons of the diﬀerent single and three-phase motors now included • Electronics has been removed completely Details of curriculum changes: CHANGES Module 1

ALTERNATING CURRENT CIRCUIT THEORY

[NEW MODULE in N2]

(This topic was previously covered in Electrical Trade Theory N1)

Weight 12%

New learning content on:

(not previously covered in N2)

• Dynamically induced emf (previously covered in N1)

Includes theory and calcula ons

– Calculate the magnitude

Con nued 24

TVET FIRST

Electrical Trade Theory N2

CHANGES – Includes sinusoidal waveforms, instantaneous, average, maximum, eﬀec ve values, form factor • Sta cally induced emf (NEW to N2) • The power triangle and power factor (previously covered in Transformer Module 8 and cable module) • Three-phase circuits (star and delta connected systems) (previously covered in N1) Module 2

CONDUCTORS, INSULATORS AND CABLES

[Old Module 1]

(This was Module 1 in the old curriculum; some of this content has been moved from N1 to N2)

New weight 12% Old weight 11 %

Includes theory and calcula ons • New learning content on: – Conductors and insulators (previously covered in N1 only – now in both) – Cable defini ons – PVC insulated, wire armoured cables; PILCSTA and PILCSWA and XLPE cables (previously covered in N1) – Cable joints (previously covered in the switchgear module) • Content remaining: – Selec ng cables – Installing cables – Calcula ons related to selec ng and installing cables (voltage drop, current drawn by load, maximum prospec ve short-circuit current); influence of inductance – Regula ons rela ng to cables and cable termina ons and cable joints

Module 3

ELECTRICAL RETICULATION

[NEW MODULE in N2]

(Previously covered briefly in the switchgear module, now given more prominence in its own module)

Weight 8% (formed small part of Module 4 previously)

Theory only • New learning content on: – Re cula on networks, genera on, transmission and distribu on (previously in switchgear module in less detail) – Feeder systems

Con nued 25

TVET FIRST

Electrical Trade Theory N2

CHANGES Module 4

SWITCHGEAR AND PROTECTIVE DEVICES

Weight 10%

(This module combines the old Module 4 and the old Module 6)

(Reduc on in weigh ng – the old Module 4 and Module 6 combined were weighted 22%)

Theory only New learning content on: • Switchgear purpose and func on • Timers and day night switches have been added to devices for isola ng, control and protec on • Overload protec on has been moved here from the AC machine module Content remaining: • Disconnectors, relays and contactors • Over current and earth leakage protec on No longer covered: • Circuit breakers are covered in less detail • Electrical re cula on moved to Module 3 • Cable joints moved to Module 2

Module 5

BATTERIES

[NEW MODULE in N2]

(This topic was previously covered in N1)

Weight 10%

This new module covers half of the old N1 material (that wasn’t covered in the new N1) plus some new outcomes.

(not covered in N2 previously)

Theory only.

• New learning content on: – Lead-acid ba eries (construc on, opera on, care and maintenance) (previously in N1) – Rela ve density, capacity, tes ng (previously in N1) – Gel ba eries (construc on, applica on, charging, care and maintenance) (NEW) – Lithium-ion ba eries (construc on, opera on, care and maintenance) (NEW)

Module 6

DIRECT CURRENT MACHINES

New weight 10%

(This was previously Module 3 + DC generators which were previously covered in N1)

(Old weight 12%)

Theory only. New learning content on: • Opera on of DC generators and commuta on (NEW in N2 – previously covered in N1) Content remaining: • Construc on of DC machine, armature assembly, brush gear • Compare diﬀerent motors (shunt, series and compound-wound)

Con nued 26

TVET FIRST

Electrical Trade Theory N2

CHANGES • Draw circuit diagrams of DC motors • Faceplate starter for DC motor • Reversal of direc on of DC motor Module 7

ALTERNATING CURRENT MACHINES

New weight 8 %

(This was previously Module 4)

(Old weight 15%)

Theory only New learning content on: • Single phase motors: – Split phase motors – Shaded pole motors – Applica ons of all listed single phase motors – Reversing direc on of rota on • Three phase induc on motors: – Connec on of stator windings – Applica ons Content remaining: • Single phase motors (construc on and opera on): – Capacitor start/induc on run – Capacitor start/capacitor run – Universal • Three phase induc on motors: – Construc on and opera on • Comparing advantages and disadvantages of single vs three phase motors • Tes ng of single phase and three phase induc on motors No longer covered: • Starters for AC motors are no longer covered in N2 (moved to N3) • Overload protec on is now covered in Module 4 on Switchgear

Module 8 New weight 10% (Old weight 12%)

TRANSFORMERS Includes theory and calcula ons New learning content on: • Construc on and opera on of a single phase transformer (previously covered in N1) • Calculate turns ra o of ideal transformer - single and three phase (single phase previously covered in N1) • Equivalent circuit diagram and vector diagram of transformer on no load (NEW in N2)

Con nued 27

TVET FIRST

Electrical Trade Theory N2

CHANGES • State func on of and calculate magne sing and core-loss components of no-load current from no-load vector diagram (NEW in N2) • Distribu on transformer use in residen al areas (NEW in N2) Content remaining: • Func on of a transformer in terms of current and voltage • Turns ra o and related voltage and current calcula ons • Calculate the ra ng of ideal transformer (single and three phase) and state why transformers are rated in kW • Three phase transformer configura ons, calcula ons and circuit diagrams No longer covered: • Types of power, power triangle and power factor + calcula ons have been moved to Module 1 • Transformer tappings are no longer covered in N2 Module 9

EARTHING

New weight 10%

(This was previously Module 5) Theory only Content remaining: • Earthing and the earthing chain, earthing of underground cables, floa ng earth, bonding to earth, touch voltage • Earthing of overhead lines No longer covered: • System and equipment earthing/protec ve earthing has been removed and moved to N3 • Earthing at power sta ons moved to N3 • Insula on of cable glands not covered

Module 10 New weight 6% (Old weight 6%)

MEASURING INSTRUMENTS Includes theory and calcula ons New learning content on: • Range extension of galvanometers (NEW in N2) • Digital measuring instruments (NEW in N2) Content remaining: • How measuring instruments are connected to a low-voltage circuit and a high-voltage circuit (previously covered par ally in N1 and also in N2) • The func on of diﬀerent measuring instruments has been removed from the curriculum

Con nued 28

TVET FIRST

Electrical Trade Theory N2

CHANGES No longer covered: • Principle of opera on of the insula on resistance tester (Megger) is no longer covered Module 11 [NEW MODULE in N2] Weight 4%

RENEWABLE ENERGY Theory only New learning content on: • How renewable energy is used to produce electricity • Layout of a typical power plant using renewable energy sources

TVET First author: Sunil Chuturgoon

TVET FIRST

Motor Trade Theory N2

This document includes important informa on about the revised curriculum for Motor Trade Theory N2, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Motor Trade Theory N2! Major changes to the 2021 curriculum: Much of the material has been reorganised and updated to introduce new automo ve technologies. New content includes: • Engine measurement • Gearboxes: an introduc on to six-speed gearboxes • The sec on on clutches has moved to N2 from N1 • Brakes: ABS and EBS opera ng systems • Fuel-injec on systems • Electronic igni on • Auxiliary electrical systems Descrip on of curriculum changes per module

New content

Module 1: Engine measurement

Engine block:

• This is a new sec on. Students will learn where measurements are taken on the engine block and cylinder head.

• Understand where to measure the cylinder bore for size taper and ovality.

• Weigh ng is 5% of the curriculum.

• Explain how all the measurements are taken on the piston. • Explain how all the measurements are taken on the cranksha both inside and outside the engine block. • Explain how the measurements are taken on the connec ng rod. Cylinder head: • Explain how the measurements are taken for thickness and warpage. • Explain how all the measurements are taken for wear on the valve guide and valve stem. • Explain how to check the sea ng of the valves. • Explain how to measure valve spring height and spring tension.

Con nued 30

TVET FIRST

Motor Trade Theory N2

Descrip on of curriculum changes per module

New content

Module 2: Five-speed manual gearbox and an introduc on to six-speed gearbox

• Students need to describe five-speed manual gearboxes and six-speed gearboxes.

• Module 1 of the previous curriculum covered gearboxes and the opera on of three- and fourspeed gearboxes.

• Six-speed gearbox: Describe the construc on of a six-speed gearbox.

• The new curriculum deals with the construc on and opera on of a front wheel and rear wheel drive gearbox (five-speed manual and introduc on to the six-speed). • Weigh ng is 15% of the curriculum. Module 3: Clutches

New content for N2:

• This sec on has been moved from N1 of the previous curriculum.

Clutch assembly

• Curriculum weigh ng: 10%

• Iden fy the parts of a single plate clutch assembly. • Explain the func ons and opera on of parts in a single plate clutch assembly. • Draw and label a single plate clutch assembly. • List possible clutch faults and causes. Clutch mechanisms • Understand the opera on of hydraulic and mechanically (cable) operated clutch. • Explain how to adjust the clutch free-play.

Module 4: Drivesha assemblies

Front-wheel drives

• Modules 4 and 5 cover content from the previous curriculum:

• Iden fy and describe the func ons of various frontwheel drive components.

– Module 2: Drivesha s – Module 3: Universal joints – Module 4: Final drives – Module 5: Diﬀeren al – Module 6: Rear axle

• Draw and label various front-wheel drive components. • List advantages and disadvantages of front-wheel drive arrangements. Rear-wheel drives • Iden fy and describe the func ons of various rearwheel drive components.

• The new curriculum focus for Module 4 is the iden fica on of various front- and rear- wheel drive sha layouts and the names and func ons of the components.

• Draw and label various rear-wheel drive components.

• Curriculum weigh ng: 5% for Module 4 and 10% for Module 5.

• List advantages and disadvantages of rear-wheel drive arrangements.

Con nued 31

TVET FIRST

Motor Trade Theory N2

Descrip on of curriculum changes per module

New content

Module 5: Front- and rear-wheel final drive assemblies

Front-wheel final drive • Iden fy and describe the func ons of various frontwheel final drive components.

• Students need to be able to understand the opera ons and diﬀerences between front- and rear-wheel final drive assemblies.

• Draw and label various front-wheel final drive components.

• Curriculum weigh ng: 10%

• Describe the power-flow. • Describe all pre-inspec on and adjustment procedures. Rear-wheel drive final drive • Iden fy and describe the func ons of various rearwheel final drive components. • Draw and label various rear-wheel final drive components. • Describe the power-flow. • Describe all pre-inspec on and adjustment procedures.

Module 6: Vehicle suspensions

Introduc on to vehicle suspensions

• The previous curriculum covered vehicle suspension in Module 7.

• Iden fy and describe the func ons of various vehicle suspension components.

• Curriculum weigh ng: 7%

• Draw and label various vehicle suspension components. • Describe all vehicle suspension faults and causes. Ac ve suspensions • Iden fy, describe and understand the various ac ve suspensions system components. • Describe all vehicle ac ve suspension advantages and disadvantages.

Module 7: Steering Systems

• Informa on in this module has been updated.

• This module covers content previously dealt with in Module 8 Steering systems and Module 9 Wheel alignment and balance. • Curriculum weigh ng: 10%

Con nued 32

TVET FIRST

Motor Trade Theory N2

Descrip on of curriculum changes per module

New content

Module 8: Brake systems

ABS and EBS opera ng systems

• In the old curriculum, Module 10 covered the func on and opera on of diﬀerent kinds of brakes.

• Iden fy, describe and understand the various ABS and EBS opera ng system components.

• A new Learning Outcome on ABS and EBS opera ng systems has been added.

• Describe all ABS and EBS opera ng systems and advantages and disadvantages.

• Curriculum weigh ng: 10% Module 9: Fuel Supply Systems

Introduc on to diﬀerent fuel injec on systems

• Modules 11, 12 and 13 of the previous curriculum covered fuel supply, carbure on and carbure ors.

• Iden fy the parts of a fuel injec on system (including pumps, injectors, seals, etc).

• The new curriculum has updated all the material and also provides an introduc on to diﬀerent fuel injec on systems.

• Explain the func ons and opera on of fuel injec on systems.

• Curriculum weigh ng: 10%

• Draw and label the engine fuel injec on components.

Module 10: Igni on Systems

Introduc on to electronic igni on system

• Previous Module 14 is incorporated into this module: func on and opera on of coil igni on, mechanical and vacuum advance mechanisms; dwell and coil satura on; condensers; spark plugs.

• Iden fy the parts of the electronic igni on system.

• The new curriculum introduces the electronic igni on system.

• Explain the func ons and opera on of an electronic igni on system. • Draw and label the electronic igni on system components.

• Curriculum weigh ng: 13%

• List advantages and disadvantages of an electronic igni on system.

Module 11: Auxiliary electrical systems

Ligh ng system

• This is a completely new sec on dealing with the construc on, func ons and opera ons of automo ve ligh ng, charging, star ng and aircondi oning systems.

• Iden fy the parts of the ligh ng system.

• Curriculum weigh ng: 5%

• Explain the func ons and opera on of ligh ng systems. • Draw and label the ligh ng system components. • Understand the headlight adjus ng procedure. Star ng System • Iden fy the parts of the star ng system. • Explain the func ons and opera on of star ng systems. • Draw and label the star ng system components. • Explain and understand current draw. Charging system • Iden fy the parts of the charging system.

Con nued 33

TVET FIRST

Motor Trade Theory N2

Descrip on of curriculum changes per module

New content • Explain the func ons and opera on of charging systems. • Draw and label the charging system components. • Explain and understand charging rate. Vehicle air-condi oning system. • Iden fy the parts of the air-condi oning system. • Explain the func ons and opera on of the aircondi oning system.

TVET First authors: Sparrow Consul ng

TVET FIRST

Electrical Trade Theory N3

This document includes important informa on about the revised curriculum for Electrical Trade Theory N3, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Electrical Trade Theory N3! Summary of curriculum changes • The curriculum has been significantly revised and changed. • It has now been broken down into weighted modules with learning content and detailed Learning Outcomes. Modules and weigh ngs: The new curriculum has been broken down into modules with weigh ngs as follows: New curriculum (2021): Calcula on ques ons

Theory and drawing type ques ons

Total weight

Module 1

Alterna ng current circuit theory

10%

18%

Module 2

Domes c appliances

12%

Module 3

Ligh ng systems

Module 4

Programmable logic controllers

Module 5

Direct current machines

10%

15%

Module 6

Alterna ng current machines

10%

Module 7

Transformers

10%

Module 8

Earthing systems

10%

Module 9

Power management

Module 10

Renewable energy

Con nued 35

TVET FIRST

Electrical Trade Theory N3

Summary of the changes Overview/highlights: • Alterna ng current circuit theory is now the first module. – New LOs on resonance in AC circuits, detrimental effects of poor power factors and power factor correc on and three phase balanced loads added. – Sinusoidal waves and measuring instruments for rms values have been removed. • Domes c appliances now include induc on cookers and microwaves. Irons are no longer covered. – Halogen lamps, compact fluorescent lamps and LEDs have been added to the ligh ng module in which specific lamps are now specified. – Brand new module on programmable logic controllers (PLCs). – Motors module has been split into two modules – AC machines and DC machines – which now also include DC generators and alternators. • DC machines – DC generators are now included in the curriculum. – Students now need to apply the emf and torque equa ons for DC motors and generators. – Characteris c curves of DC motors and DC generators are now covered. – Losses in DC machines and efficiency tes ng of DC machines have been added. – Control and star ng of DC motors, reversal of rota on of a DC motor, installa on and maintenance and safety devices and remote controls are no longer covered. • AC machines – This module now includes learning content on three phase induc on motors, synchronous motors and synchronous alternators. – Students need to understand slip (three phase induc on motors) and calculate slip, synchronous and actual speed. – Construc on of synchronous alternator vs motor is included as well as the principle of opera on of synchronous alternator and synchronisa on of two single phase alternators. – Principle of opera on of a synchronous motor and how a synchronous motor can be used to improve power factor is included. – Reversal of rota on, installa on and maintenance, safety devices and remote controls are no longer covered. • The transformer module is completely different – Now covers cooling of transformers, protec on of transformers, losses in a transformer and auto transformers. – Principle of opera on, turns, volt and current, connec ons and uses and current and poten al transformers is no longer covered.

Con nued 36

TVET FIRST

Electrical Trade Theory N3

• Earthing systems module is completely changed. – Includes earthing systems (systems and equipment earthing) previously covered in N2 plus earthing networks and earthing of the suppliers neutral. – Safety precau ons and regula ons rela ng to earthing, direct discharge, earth leakage relays and con nuity of earth is no longer covered here. • Brand new module on power management including learning content on billing systems for domes c and industrial consumers and power factor correc on. • Brand new modules on renewable energy includes learning content on solar energy and uninterrup ble power supplies (UPSs). • Circuit breakers are no longer covered in N3 (covered in N1/N2). • Transistors and rec fier are no longer covered in this curriculum. Curriculum changes in detail CHANGES Module 1

Alterna ng current circuit theory

Weight 18%

(This was the old Module 7) Includes theory and calcula ons • New Learning Outcomes on: – Resonance in series and parallel circuits is new in this curriculum. – The detrimental effects of power factor and power factor correc on (including diagrams). – Three phase unbalanced loads are also now included – however only diagrams and not calcula ons are required for unbalanced loads. • Content remaining: – Impedance in series and parallel. – Calcula ng average and effec ve values and form factor for non-sinusoidal values. – Resistance, inductance and capacitance (including vector diagrams and waveforms). – Voltage, currents and power in three phase systems (diagrams, waveforms, rela onships and calcula ons). • No longer included: – Rota on of a coil in a magne c field, instantaneous, effec ve, average and max values and form factor for sinusoidal waveforms have been moved to N2. – Dynamometer and moving iron type instruments to measure voltage and current no longer covered in N3.

Con nued 37

TVET FIRST

Electrical Trade Theory N3

CHANGES Module 2 Weight 12%

Domes c appliances Theory only • Module is divided into learning content on the following: Appliances, cooking appliances, hea ng appliances, water heaters and washing machines. • New Learning Outcomes on: – Induc on cookers and microwave ovens have been included – Principle of opera on of a washing machine and geyser thermostat have been included – Various types of water heaters have been specified – Various types of space heaters have been specified • No longer included: – Irons are no longer covered

Module 3

Ligh ng systems

Weight 8%

Theory only • Only the following have been specified in the new curriculum: – Incandescent lamps – Compact fluorescent lamps – Halogen lamps – Metal halide lamps – Light emi ng diode – Fluorescent tube – Neon lamps – High intensity discharge lamps

Module 4 [NEW MODULE in N2] Weight 5%

Programmable logic controllers Theory only • New Learning Outcomes on: – Brand new Learning Outcomes have been created in this curriculum on: What a PLC is and what is it used for, components of a PLC, programming language, how it is programmed

Module 5

Direct current machines

Weight 15%

(This was partly covered in the old Module 5) Includes theory and calcula ons • New learning content on: – DC generators have now also been included in this curriculum. (Emf equa on, compound-wound generators and characteris cs.)

Con nued 38

TVET FIRST

Electrical Trade Theory N3

CHANGES – Previously there were no calcula ons in this sec on. Now students need to calculate back emf in DC motors and induced emf in DC generators. – Students now also need to calculate torque exerted by the armature of DC motors. – Characteris c curves of DC motors and DC generators are now covered. – Losses in DC machines and eﬃciency tes ng of DC machines has been added. • Content remaining – Construc on of DC motors – Speed control of DC motors – Tes ng of DC motors remains in the curriculum. However, the growler and drop-test are no longer men oned. • No longer covered: – Control and star ng of DC motors – Reversal of rota on of a DC motor – Installa on and maintenance – Safety devices and remote controls Module 6

Alterna ng current machines

Weight 10%

(This was partly covered in the old Module 5) Includes theory and calcula ons • This module now includes learning content on three phase induc on motors, synchronous motors and synchronous alternators. • Content remaining – Construc on of AC motors (synchronous and three phase induc on). – Star ng of three phase induc on motors is included. – (Includes DOL star ng, reduced voltage star ng and rotor resistance star ng). • New learning content on: – Students need to understand slip (three phase induc on motors) and calculate slip, synchronous and actual speed. – Construc on of synchronous alternator vs motor is included. – Principle of opera on of synchronous alternator plus synchronisa on of two single phase alternators. – Principle of opera on of a synchronous motor. – How a synchronous motor can be used to improve power factor. • No longer covered: – Reversal of rota on – Installa on and maintenance – Safety devices and remote controls

Con nued 39

TVET FIRST

Electrical Trade Theory N3

CHANGES Module 7 Weight 10 %

Transformers Theory only • Content remaining: – None • New learning content on: – Cooling of transformers – Protec on of transformers – Losses in a transformer – Auto transformers • No longer covered: – Principle of opera on (only in N2) – Turns, volt and current (only in N2) – Connec ons and uses (single and three phase) – Current and poten al transformers

Module 8

Earthing systems

[NEW MODULE in N2]

(previously covered in N2)

Weight 10%

• New learning content on:

Theory only – Earthing systems (systems and equipment earthing) (previously N2) – Earthing networks – Earthing of the suppliers neutral • No longer covered: – Safety precau ons: earthing, direct discharge, earth leakage relays, con nuity of earth, regula ons rela ng to earthing (covered in N2)

Module 9 [NEW MODULE in N2] Weight 7%

Power management Theory only • New learning content on: – Domes c and industrial consumer billing systems (includes pre-paid metering and maximum demand, controlling demand) – Power factor correc on

Con nued 40

TVET FIRST

Electrical Trade Theory N3

CHANGES Module 10 [NEW MODULE in N2]

Renewable energy Theory only • New learning content on:

Weight 5%

– Solar energy – Uninterrup ble power supplies

TVET First author: Sunil Chuturgoon

TVET FIRST

Motor Trade Theory N3

This document includes important informa on about the revised curriculum for Motor Trade Theory N3, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Motor Trade Theory N3! Major changes to the 2021 curriculum: Much of the material has been updated to new automo ve technologies. Sec ons from the previous curriculum on workshop layout, recep on, contracts, owner risk and workplace safety are not covered at this level and have largely been moved to N1. New content includes: • New aspects of advanced engine measurements, including engine eﬃciency • Forced induc on system designs, including turbochargers and superchargers • Diﬀerent valve ming op misa on systems in modern cylinder head designs • Modern electronic fuel injec on systems • Four types of electronic igni on systems, including distributor-less igni on systems • Final drives now covers all-wheel drive systems • Modern electrical-assisted power steering systems • Hybrid and fuel cells • On-board diagnos c computers Descrip on of curriculum changes per module

New content

Module 1: Advanced engine measurements

Engine Technology

• This is an update of the previous Module 1: Engines. Students will learn about engine displacement, compression ra o and firing sequences.

• List and explain engine firing sequences. • Define engine eﬃciency. • Explain how to improve engine eﬃciency.

• Weigh ng is 15% of the curriculum. Module 2: Forced induc on system designs

Turbochargers

• This is a new sec on.

• Discuss the construc on of the modern turbocharger.

• The new curriculum deals with understanding the construc on and opera on of turbochargers and superchargers. • Weigh ng is 5% of the curriculum.

• Describe the func ons of turbocharger components. • Draw and label a turbocharger. • List checks to be carried out on turbochargers. • Iden fy faults on turbochargers. Superchargers • Discuss the construc on of the modern superchargers.

Con nued 42

TVET FIRST

Motor Trade Theory N3

Descrip on of curriculum changes per module

New content • Describe the func ons of supercharger components. • Draw and label a supercharger. • List checks to be carried out on superchargers. • Iden fy faults on superchargers.

Module 3: Modern cylinder head designs

Valve and valve ming op misa on

• In the previous curriculum, Module 2 covered the func oning and arrangement of valves. This is an update on the new technology involved, especially with regard to valve ming op misa on.

• Explain diﬀerent systems used (e.g. variable valve ming).

• Curriculum weigh ng: 10%

• Discuss various valve layouts. • Explain the opera on of the various systems. • Draw and label various systems. • List advantages and disadvantages of these types of systems.

Module 4: Electronic fuel injec on systems

Modern fuel injec on

• This module deals with understanding the opera ons of modern fuel injec on systems. It is an update to Module 3 of the previous curriculum.

• Explain the opera on of a modern fuel injec on system.

• Curriculum weigh ng: 13%

• List the func ons of components in a modern fuel injec on system. • Draw and label a modern fuel injec on system. • List checks to be carried out on a modern fuel injec on system. • Iden fy faults on a modern fuel injec on system.

Module 5: Electronic igni on systems

Introduc on to distributor-less igni on systems

• This is an update to the module on igni on (Module 4) of the previous curriculum. In addi on to transistorised igni on, there is now an introduc on to distributor-less igni on systems.

• List the components that make up a basic igni on system.

• Curriculum weigh ng: 10%

• Explain how the igni on system works.

• Describe the func ons and opera on of the components. • Draw and label a basic system.

Module 6: Fluid clutches

This module is largely unchanged.

• The previous curriculum covered fluid clutches in Module 5. • Curriculum weigh ng: 5%

Con nued 43

TVET FIRST

Motor Trade Theory N3

Descrip on of curriculum changes per module

New content

Module 7: Automa c and electronic transmissions

Electronically controlled gearboxes

• The previous curriculum dealt with gearboxes in Module 6. The updated curriculum includes electronically controlled gearboxes.

• Explain the basic opera on of electronic gearboxes.

• Curriculum weigh ng: 15%

• List the components of electronically controlled gearboxes.

• Describe the diﬀerent types of electronic and sequen al controlled gearboxes.

• Discuss the func ons of electronically controlled gearbox components. Module 8: Final drives

All-wheel drive (AWD) systems

• Module 7 of the previous curriculum covered final drives and diﬀeren als. The updated curriculum also covers all-wheel drive systems.

• Explain the layout of this system. • Explain the opera on of an AWD system. • Draw and label an AWD system.

• Curriculum weigh ng: 10% Module 9: Power assisted steering systems • Module 8 of the previous curriculum covered power assisted steering. The modern electricalassisted system is now included. • Curriculum weigh ng: 7%

• Explain the various types of power assisted steering systems (including the modern electrical assisted system). • Discuss the opera on and func ons of components in the system. • Explain the opera on of how the power assisted steering systems work. • List the advantages and disadvantages of the various assisted systems. • List checks to be carried out on the power assisted steering systems. • Iden fy faults on the power assisted steering systems.

Module 10: Hybrid and fuel cells

Hybrid system

• This is a completely new module – the student should understand the construc on, func ons and opera ons of hybrid and fuel cell engines.

• List various types of hybrid systems.

• Curriculum weigh ng: 5%

• Discuss the components and their func ons. • Explain the opera on of a hybrid system. • Draw and label a hybrid system. Fuel cells • List various types of fuel cell systems. • Discuss the components and their func ons. • Explain the opera on of a fuel cell system. • Draw and label a fuel cell system.

Con nued 44

TVET FIRST

Motor Trade Theory N3

Descrip on of curriculum changes per module

New content

Module 11: Computer based diagnos cs

Diagnos cs:

• This is a completely new sec on dealing with onboard diagnos c machines.

• Explain the reason for using the on-board diagnos c machines (scan tool).

• Curriculum weigh ng: 5%

• Describe the basic opera on of an on-board diagnos c machine. • Interpret the meaning of the various fault codes. • Explain how to clear fault codes.

TVET First authors: Sparrow Consul ng

TVET FIRST

Electrotechnics N4

This document includes important informa on about the revised curriculum for Electrotechnics N4. For best results, use TVET First Electrotechnics N4. Changes to the curriculum for 2021: • There have not been many fundamental changes to this curriculum for 2021. • The curriculum has, however, now been broken down into weighted modules with learning content and detailed Learning Outcomes. • Modules 8 – 11 from the old curriculum have been removed (switchgear and protec ve devices; solid state control; rec fica on; installa on, opera on and care of equipment). • There is a new sec on in Module 1 on Norton’s Theorem. • Some topics from electromagne sm are no longer covered (electromagne c screening/shielding; magne c permeability; magne c leakage/fringing; hysteresis). Modules and weigh ngs: The new curriculum has been broken down into Modules with weigh ngs as follows Module 1

Principles of electricity

30%

Module 2

DC machines

20%

Module 3

AC theory

20%

Module 4

Transformers

10%

Module 5

AC machines

10%

Module 6

Genera on and supply of AC power

Module 7

Measuring instruments

TVET First author: Sunil Chuturgoon

TVET FIRST

Mechanotechnics N4

This document includes important informa on about the revised curriculum for Mechanotechnics N4. In the table that follows, we explain what has changed between the old curriculum and the new one. The first column summarises the old curriculum, the second column explains what has changed in the 2021 curriculum so that you can directly compare the two, and the third column has addi onal comments by the author. For best results, use TVET First Mechanotechnics N4. This is the weigh ng for each module in the Mechanotechnics N4 curriculum which is being implemented from 2021. Modules

Weigh ng

1. Workshop Layout

2. Metal Protec on

3. Lubrica on

4. Precision measuring of machine parts

5. Gear drive

6. Belt drive

7. Hydraulic systems

8. Bearings

9. Metal cu ng machines

TOTAL

100

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

Module 1 Organisa on and layout of workshops

Module 1 Workshop layout (weigh ng 5/100)

Content stayed the same (old weigh ng 10/100).

Objec ve The student should be able to: Plan the layout of a workshop with due considera on of all the principles, advantages and disadvantages, factors, types of construc on and various diﬀerent types of processes

General aim Plan the layout of a workshop with due considera on of all the principles, advantages and disadvantages, factors, types of construc on and various diﬀerent types of processes.

Content stayed the same.

Con nued 47

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

1.1 Advantages of a good layout

1. Introduc on to workshop layout Learning Outcome The student must be able to: List the advantages and disadvantages of good workshop layout.

Content stayed the same.

1.2 Principles of a good layout

Content changed for 1.2

1.3 Factors which have to be taken into considera on in the layout of a workshop

1. Introduc on to workshop layout Learning Outcome The student must be able to: List the factors that should be considered in the design of workshop layout.

Content stayed the same.

1.4 Types of produc on and the most important requirements of each type: 1.4.1 Mass produc on 1.4.2 Batch produc on 1.4.3 Individual produc on

2. Types of produc on Learning Outcome Explain the diﬀerences between mass, individual and batch produc on.

Content stayed the same.

1.5 Product layout

3. Factory layout Learning Outcome Draw diagrams to illustrate the diﬀerences between the following processes of layouts – Product, Fixed and Process.

Content stayed the same.

1.6 Process layout

4. Graphic layout techniques Learning Outcome Draw two-dimensional and threedimensional models. 1.7 Layout of machines: Special requirements

5. Considera on when placing machines in a factory Learning Outcome Explain how materials are handled in the workshop. Explain what is meant by each of the following requirements of process layout: a) Economic placing of various sec ons

On the fixed layout, drawing has been added as well as advantages and disadvantages.

Content stayed the same.

There have been changes in this sec on -see a), b), c) and d) in the middle column.

Con nued 48

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

b) Highly skilled workers c) Adaptability of inspec on methods d) Thorough planning of produc on. 1.8 Layout procedures

Incorporated into Module 1. Content changed: Conveyor belts are only men oned in passing in the new curriculum. The rest of the content stayed the same. (old weigh ng 15/100). The old Module 2 has become Module 6 in the new curriculum.

Module 2 Calcula ons: Flat, vee and conveyor belt drives (centrifugal forces included)

Module 6 Belt drives (weigh ng 5/100)

Objec ve The student should be able to: Do calcula ons with flat, vee and conveyor belt drives

Aim Apply calcula ons of flat, vee and conveyor belt drives.

2.1 Flat belts (open and crossed drives)

1. Introduc on to belt drives Learning Outcomes Explain concepts and terminology. Draw and explain belt drives – flat, open, crossed and vee belt drives.

Content stayed the same.

2.1.1. Velocity ra o of the pulleys

2. Belt drive Learning Outcomes Calculate the following on belt drives: a) Eﬀec ve diameter b) Velocity ra o c) Belt velocity d) Belt length e) Angle of contact f) Tensions in the belt g) Torque transmi ed by the belt h) Power transmi ed by the belt i) Force on bearings to all types of belt drives.

Content stayed the same.

2.1.2 Maximum tension in the belt 2.1.3 Ra o of tensions: tension ght side of belt to tension slack side of belt 2.1.4 Eﬀec ve tension in the belt 2.1.5 Power transmi ed by flat belt drives 2.1.6 Length of open belt 2.1.7 Length of crossed belt

Con nued 49

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

2.1.8 Force exerted on the sha bearings 2.2 Vee belts (as for flat belts, crossed belts excluded) 2.2.1 Finding the number of belts 2.2.2 Force exerted on the sha bearings 2.3 Conveyor belts

Nothing in new curriculum referring specifically to conveyer belts as such.

2.3.1 Slanted and horizontal drives 2.3.2 Calcula ng the power required 2.3.3 Tension in the ght side and slack side of the belt

Module 3 Metal cu ng machines: Forces ac ng on the cu ng tools (including shaping, drilling, milling and surface grinding machines)

Module 9 Metal cu ng machines (weigh ng 15/100)

Objec ve The student should be able to: Do calcula ons regarding forces ac ng on machine cu ng tools and also determine machine eﬃciency and power.

General aims Do calcula ons regarding forces ac ng on machine cu ng tools. Calculate power, speed, torque, forces and eﬃciency of cu ng machines.

3.1 Calcula ng machine eﬃciency

1. Introduc on to metal cu ng machines Learning Outcomes List the diﬀerent types of cu ng machines and iden fy their uses.

The rest of the contents stayed the same (old weigh ng 15/100) The old Module 3 has become Module 9 in the new curriculum.

Contents stayed the same.

Con nued 50

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

2. Calcula ons for cu ng machines Learning Outcomes Calculate power, moment of force, circumferen al speed, and torque, and eﬃciency, coeﬃcient of fric on, cu ng pressure and cu ng area. 3.2 Calcula ons regarding forces ac ng on cu ng tools

Contents stayed the same.

3.3. Power exerted by cu ng tools

Contents stayed the same.

Module 4 Metal protec on

Module 2 Metal protec on (weigh ng 5/100)

Objec ve The student should be able to: Define the various types of corrosion, tes ng for corrosion and the relevant processes for preserving metal.

General aim Compare various types of corrosion, tes ng for corrosion and the relevant processes for preserving metal.

4.1 Causes of corrosion

1. Introduc on of corrosion and its preven on Learning Outcome Describe corrosion as the destruc on of a material as a result of chemical, electrochemical or metallurgic interac on between the material and the environment.

The contents stayed the same (old weigh ng 10/100). The old Module 4 has become Module 2 in the new curriculum. Galvanising has been removed from the new curriculum.

Contents stayed the same.

2. Classifica on of corrosion Learning Outcome Explain the two main classes of corrosion.

Con nued 51

TVET FIRST Exis ng curriculum (1989)

Mechanotechnics N4

New curriculum For implementa on 2021

Addi onal comments by author

3. Diﬀerent forms of corrosion Learning Outcome Explain the following forms of corrosion: Surface corrosion: a) Stress corrosion b) Galvanic corrosion c) Inter-crystalline corrosion d) Pi ng corrosion. 4.2 Corrosion tes ng 4.2.1. Salt spray test 4.2.2 Humidity test

4. Corrosion test Learning Outcome Explain the most common types of corrosion tests.

Contents stayed the same.

5. Metal protec on process Learning Outcome Describe what each of the following metal protec on involves: a) Cathodic protec on b) Electropla ng c) Anodising d) Phospha ng.

Contents stayed the same.

6. Surface prepara on for pain ng Learning Outcome Describe the following processes that we use to prepare steel for spray pain ng: Sandblast cleaning, Descaling and Grease removal.

Contents stayed the same.

7. Pain ng process Learning Outcome Explain the following pain ng processes: Air spray pain ng, Airless spray pain ng, Electrosta c spray pain ng and Dip pain ng. List advantages and disadvantages of using each of the pain ng processes.

Contents stayed the same.

4.2.3 Sulphur dioxide test 4.3 Metal protec on processes 4.3.1 Cathodic protec on 4.3.2 Electropla ng 4.3.3 Anodising 4.3.4 Galvanising 4.3.5 Phospha ng 4.4 Surface prepara on for pain ng 4.4.1 Sand and shot blas ng 4.4.2 Descaling 4.4.3 Grease removal 4.5 Pain ng processes 4.5.1 Air-spray pain ng 4.5.2 Airless spray pain ng 4.5.3 Electrosta c pain ng 4.5.4 Dip pain ng

Con nued 52

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

Module 5 Precision measuring of machine parts

Module 4 Precision measuring of machine parts (weigh ng 15/100)

Most of the content stayed the same (old weigh ng 15/100) The old Module 5 has become Module 4 in the new curriculum. The following have been removed from the 2021 curriculum: • Measuring of threads: three-wire method, thread micrometer and adjustable slip gauges. • Measuring of gear teeth: the constant chord method.

Objec ve The student should be able to: The precision measuring of, and relevant calcula ons on machine parts by means of precision measuring instruments.

Aim Apply precision measuring of machine parts and relevant calcula ons on machine parts by means of precision measuring instruments.

5.1 Measuring of tapers: balls, rollers and sine bar

1. Basic principles Learning Outcomes Describe the concepts and terminology of precision measuring machines.

Content stayed the same.

2. Determining tapers using balls Learning Outcome Explain how to measure tapers with balls, sine bars and rollers. 3. Determining tapers of taper plugs Learning Outcome Explain how to use precision balls to determine the taper of a small ring gauge and internal tapers. Analyse how to use balls and slip gauges to determine the taper of a taper plug.

Con nued 53

TVET FIRST Exis ng curriculum (1989)

Mechanotechnics N4

New curriculum For implementa on 2021

Addi onal comments by author

4. Determining angles of dovetails Learning Outcomes Explain how balls or rollers are used to determine angles of dovetails. 5. Sine bars Learning Outcomes Draw and label a taper plug gauge with a sine bar. Calculate an inclined and included angle using sine bars. 5.2 Measuring of threads: threewire method, thread micrometer and adjustable slip gauges

Content removed from new curriculum.

5.3 Measuring of gear teeth: the constant chord method

Content removed from new curriculum.

Module 6 Bearings

Module 8 Bearings (weigh ng 15/100)

Objec ve The student should be able to: Define the various types and applica ons of bearings, the advantages and disadvantages of each type and the moun ng and maintenance of diﬀerent types.

Aim To compute bearing loads on the forces which act on the sha being supported by the bearing.

1. Load ac ng on sha s Learning Outcome Explain diﬀerent types of loads which act on a sha including dead load of the rotator, load produced when the machine performs work, and load produced by transmission of dynamic force. Calculate loads ac ng on a parallel sha gears and cross-sha gears.

The content of this module are en rely new (old weigh ng 5/100). The old Module 6 has become Module 8 in the new curriculum.

The content of this module is en rely new.

Con nued 54

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

2. Bearing load distribu on Learning Outcome Calculate applied bearing loads. 3. Mean load Learning Outcome Explain the concept of mean load. Draw graphs to depict fluctua ng stepped load, con nuously fluctua ng load, linear fluctua ng load, sinusoidal fluctua ng load. 4. Equivalent load Learning Outcome Discuss the following types of equivalent load: a) Dynamic equivalent radial load b) Dynamic equivalent axial load c) Sta c equivalent axial load. Compare the following types of sta c equivalent axial load: a) Sta c equivalent axial load b) Sta c equivalent radial load. Calculate the load for angular contact ball bearing and tapered ball bearings. Calculate bearing ra ng life and load. 6.1 Sliding bearings (journal bearings)

Content removed from new curriculum.

6.1.1 Radial, thrust and guide bearings 6.1.2 Fric on and hydrodynamic lubrica on

See Module 3 Lubrica on

This part of Module 6 is part of Module 3 in new curriculum.

6.1.3 Bearing metals 6.1.4 Surface finishing and running in of bearings 6.1.5 Lubrica ng holes and grooves

See Module 3 Lubrica on

Con nued 55

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

6.1.6 Reasons for bearing failure 6.1.7 Various types of lubrica ng devices

See Module 3 Lubrica on

6.2 An -fric on bearings

Content removed from new curriculum.

6.2.1 Radial, axial and combined loads 6.2.2. Types of bearings: ball bearings, roller bearings, tapered bearings, needle bearings and selfaligning bearings 6.2.3 Applica ons of the various types 6.2.4 Installa on and maintenance of bearings

Content removed from new curriculum.

Module 7 Gear drives

Module 5 Gear drive (weigh ng 15/100)

Objec ve The student should be able to: Do elementary calcula ons in respect of spur gear systems, as well as epicyclic gear systems

Apply elementary calcula ons in respect of spur gear systems, as well as epicyclic gear systems.

7.1 Spur gears

1. Introduc on to gear drives Learning Outcomes List advantages and disadvantages of gear drives when compared with v–belt drives and chain drives.

The content stayed the same (old weigh ng 15/100). The old Module 7 has become Module 5 in the new curriculum.

Content stayed the same.

Con nued 56

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

7.1.1 Gearing terms and dimensions: pitch circle, pitch circle diameter, module, addendum, dedendum, centre distances, etc.

2. Gear terminology Learning Outcomes Draw and label the following gear parts: a) Involute b) Module c) Line of ac on and pressure angle d) Pitch circle diameter e) Circular pitch f) Tooth thickness g) Addendum h) Dedendum i) Clearance j) Whole depth k) Working depth l) Blank or outside diameter m) Centre distance between gears on parallel sha s.

Content stayed the same.

7.1.2 Elementary calcula ons in respect of the: pitch circle diameter, module, number of teeth, approximate and actual centre distances

3. Simple and compound gear trains Learning Outcomes Explain the working principles of simple and compound gear trains. Calculate the following on simple compound gear trains: a) Module b) Pitch circle diameter c) Circular pitch d) Tooth thickness e) Addendum, Dedendum f) Clearance, Whole depth g) Working depth h) Blank or outside diameter i) Centre distance between sha s.

Content stayed the same.

7.1.3 Velocity ra os of simple and compound drives

Content stayed the same.

Con nued 57

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

7.2 Elementary calcula ons in respect of: 7.2.1 Simple epicyclic gearing

4. Epicyclic gear systems Learning Outcomes Explain basic working principle of epicyclic gear system. Explain the following: Speed increase with sun gear sta onary, Speed increase with annulus sta onary, Speed reduc on with sun gear sta onary, Speed increase and direc on reversal with planet sta onary.

Content stayed the same.

5. Uses of epicyclic gears Learning Outcome List advantages and disadvantages of epicyclic gears. 6. Calcula ons of epicyclic gears Learning Outcomes Explain the method of calcula ng epicyclic gear drives. Calculate the following epicyclic gears: a) The number of teeth or the revolu ons per minute b) The number of teeth or the revolu on per minute of the input sha c) Intermediate sha or output sha , PCD. Module 8 Hydraulic systems: Elementary calcula ons

Module 7 Hydraulic systems (weigh ng 20/100)

Objec ve Student should be able to: Do elementary calcula ons on hydraulic systems, specifically of flow of water through pipes and Venturi meters

Aim Apply elementary calcula ons on hydraulic systems, specifically of flow of water through pipes and Venturi meters.

The content stayed the same. (old weigh ng 15/100) The old Module 8 has become Module 7 in the new curriculum.

Con nued 58

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

8.1 Water flowing through round orifices

1. Basic principles of fluid sta s cs Learning Outcomes Explain the following concepts and terms: a) Proper es of water b) Density c) Rela ve density d) Fluid pressure on a surface e) Pressure intensity f) Pressure head g) Atmospheric pressure.

Content stayed the same.

2. Basic principles of fluid dynamics Learning Outcome Explain the following: Flow rate (Q), Mass flow, Con nuity of flow. 3. Energy stored in fluids Learning Outcome Explain the following concepts: Poten al energy, Kine c energy, Pressure energy. 8.2 The three coeﬃcients of flow (Cv, Cc and Cd)

Content stayed the same.

8.3 Water flowing through single pipes (constant diameter pipes only)

Content stayed the same.

8.4 The theorem of Bernoulli and its applica on on piping installa ons

8.5 Flow of water through single pipes from one reservoir to another with constant pipe diameters only

4. Bernoulli’s principle Learning Outcomes Describe Bernoulli’s Theorem. Calculate the Poten al, Kine c and Pressure energy. List the three varia ons of Bernoulli’s theorem.

Content stayed the same.

Con nued 59

TVET FIRST Exis ng curriculum (1989)

Mechanotechnics N4

New curriculum For implementa on 2021

Addi onal comments by author

5. Fric onal losses in pipelines Learning Outcomes Describe fric onal losses in pipelines. Darcy’s equa on for fric onal losses. Learning Outcome Apply Darcy’s formula to calculate the flow of fluids in pipes. Chezy’s equa on for fric onal losses. Learning Outcome Apply Chezy’s formula to calculate the flow of fluids in an open channel. 8.6 Velocity of rate of flow of water flowing through venturi meters and tapered pipes

6. Measurement of flow Learning Outcomes Explain and calculate the following processes: a) Nozzles and orifices b) Theore cal velocity c) Theore cal area d) Theore cal quan ty e) Actual velocity f) Actual area g) Actual quan ty h) Coefficient of velocity i) Coefficient of contrac on j) Coefficient of discharge k) General formula l) Distance travelled by a waterjet m) Energy loss at orifice.

Content stayed the same.

7. Venturi meters Learning Outcomes Explain how a Venturi meter is used to measure the flowrate of fluids through pipelines. Calculate energy loss on a Venturi meter. Draw and label a Venturi meter.

Con nued 60

TVET FIRST

Mechanotechnics N4

Exis ng curriculum (1989)

New curriculum For implementa on 2021

Addi onal comments by author

Part of bearings Module 6 6.1.2 Fric on and hydrodynamic lubrica on 6.1.5 Lubrica ng holes and grooves 6.1.7 Various types of lubrica ng devices

Module 3 Lubrica on (weigh ng 5/100) Aim Iden fy types of lubricants, lubrica on method and explain uses of lubricants.

Some of the content remained the same. (old weigh ng 5/100) Part of module 6 in the old curriculum has now become Module 3 in the new curriculum.

1. Classifica on of lubricants Learning Outcome List the different classes of lubricants and give examples of each. 2. Fluid film bearings Learning Outcome Describe in detail hydrodynamic and hydrosta c lubrica on. 3. Selec on of lubricants Learning Outcome List factors that should be considered when selec ng lubricants. 4. Lubrica on devices Learning Outcome Draw and label different types of lubrica ng devices. 5. Uses of lubricants Learning Outcome List different types of lubricants and their uses.

TVET First author: P du Toit

TVET FIRST

Quan ty Surveying N4

This document includes important informa on about the revised curriculum for Quan ty Surveying N4, scheduled for implementa on in 2021. For best results, use TVET First Quan ty Surveying N4. New in this curriculum

Example in TVET First

Major changes from the previous curriculum: The seven sec ons of the previous curriculum have been reorganised into five new modules. The first two modules are theory modules. The prac cal work is in the last three modules and makes up the bulk of the work. Module 1: Quan ty Surveying in the construc on industry This module includes aspects of Modules 1 and 2 of the previous curriculum, but the focus has changed to give an overall understanding of what quan ty surveying involves. Module 1 includes discussions of the role and du es of a quan ty surveyor, quan ty surveying documents and the standard system of measuring.

TVET First provides useful informa on about using the Standard System of Measurement and how the Bill of Quan es should be set out according to these standards – see pages 9–13.

There is less emphasis than previously on the construc on team. Module 2: Oﬃce procedures (Bill of Quan

es)

This module incorporates aspects of Modules 3 (terminology) and 7 (bill of quan es) of the previous version. Less weigh ng is given to the BoQ at this level. Module 3: Recording of measurements This is a new module, focusing on the correct principles and techniques of measurements and taking oﬀ. It corresponds to the previous Module 5.

TVET First has detailed explana ons of terminology (for example, page 18), useful explana ons of important concepts such as taking oﬀ (for example, pages 21–23). TVET First provides helpful examples to guide students in this important area of work. (for example, see pages 42–48)

Students also produce free-hand sketches of sec onal drawings, but no longer produce specialised plan drawings.

Con nued 62

TVET FIRST

Quan ty Surveying N4

New in this curriculum

Example in TVET First

Module 4

This is a vital sec on which students need to master for the exams. TVET First provides many exam-type examples with detailed dimension sheets to help students follow this process. Each example is followed by a related ac vity. See for example, pages 61–64.

This module has changed in organisa on and format. Students are required to measure according to the trade for diﬀerent construc on projects: 4.1: Measuring (Founda on) 4.2: Measuring (Super-structure) 4.3: Measuring of roof-structure 4.4: Measurement (Door) 4.5: Measurement (Window) 4.6: Measuring (Plain opening) Module 5: Working up

TVET First shows students correct methods compared to incorrect methods for squaring and abstrac ng, for example, pages 99–101.

Module 6: Price analysis and es ma ng

TVET First explains all the terminology and uses examples to teach this sec on in a step-wise manner. See pages 129–133 for examples.

TVET First Quan ty Surveying N4 has been thoroughly revised and updated to cover all requirements of the 2021 curriculum! ● ● ● ●

All learning content and Learning Outcomes correspond to the 2021 curriculum. The book has a new layout and easy-to-read fonts, with screenshots to illustrate func ons. TVET First has summaries and summa ve assessments for exam prac ce at the end of each module. TVET First oﬀers defini on boxes and a full glossary so that language issues don’t get in the way of students’ learning.

TVET First authors: Sparrow Consul ng The authors are experienced consultants and content developers.

TVET FIRST

Electrotechnics N5

This document includes important informa on about the revised curriculum for Electrotechnics N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Electrotechnics N5! Changes to the curriculum for 2021: • Modules 7 to 10 of the previous curriculum have been removed. • The revised curriculum has been broken down into weighted modules with learning content and detailed, numbered Learning Outcomes. • Some of the modules have been reordered. Modules and weigh ngs: The new curriculum has been broken down into modules with weigh ngs as follows: New curriculum (2021): Module 1

DC machines

20%

Module 2

AC theory

20%

Module 3

Transformers

20%

Module 4

Measurement of power in AC circuits

10%

Module 5

AC machines

20%

Module 6

Genera on and supply of AC power

10%

Summary of changes: Overview/highlights: • The curriculum is largely unchanged. • Modules have been weighted and reordered slightly. • Welding machines and methods of reversing are no longer covered in the DC machines module. • Welding machines, cooling methods and tap-changing are no longer covered in the transformer module. • Range changing – shunt resistance and transformers are no longer covered in the module on measuring instruments. • Speed control by pole changing, reversal and circle diagrams are no longer covered under induc on motors in N5.

Con nued 64

TVET FIRST

Electrotechnics N5

• Switchgear and protec ve devices (old Module 7) have been removed completely. • Sta c control (old Module 8) has been removed completely. • Installa on, care, opera on, maintenance, supervision and inspec on of transformers, cables, switchgear and protec ve devices (old Module 9) have been removed completely. • Materials used for the design of electrical equipment and types of dielectric (old Module 10) have been removed completely. Changes in more detail: Changes Module 1

DC machines

Weight 20%

Learning content remaining on: • DC motor characteris cs and applica ons • Calcula ons of back emf (KVL and emf equa on) and torque induced • Armature reac on (define, diagrams, calcula ons) • Commuta on (define, diagrams, calcula ons, methods to reduce) • Speed control of DC motors (diagrams and calcula ons) • Resistance star ng of DC motors (diagrams and calcula ons) • Characteris cs of DC generators and calcula ons to obtain level compounding Content removed: • Methods of reversing • Welding machines

Module 2

AC theory

Weight 20%

Learning content remaining on: • Genera on of an alterna ng EMF, AC waveforms and alterna ng quan and calcula ons) including mid-ordinate rule

es (defini ons

• RLC circuits • Power in AC circuits • Three phase balanced and unbalanced loads (star only for unbalanced) Module 3

Transformers

Weight 20%

Learning content remaining on: • Opera on of a single phase transformer including useful and leakage flux • Circuit and vector diagrams on no-load and full-load plus calcula ons • Equivalent circuit ignoring voltage drops • Equivalent resistance, reactance and impedance • Voltage regula ons (leading and lagging power factor)

Con nued 65

TVET FIRST

Electrotechnics N5

Changes • Losses and open and short-circuit tests • Three phase transformers (diagrams and calcula ons) • Parallel opera on of transformers (requirements and calcula ons) Content removed: • Welding machines • Cooling methods are no longer covered (covered in N4) • Tap-changing on and oﬀ load Module 4

Measurement of power in AC circuits

Weight 10%

(This was previously Module 6) Learning content remaining on: • Measuring power in balanced and unbalanced systems with wa meters Content removed: • Range changing – shunt resistance is no longer covered in N5 • Transformers are no longer covered in this module

Module 5

AC machines

Weight 20%

(This was previously Module 4) Learning content remaining on: • Emf equa on of an alternator • Parallel opera on of alternators (diagrams and calcula ons) • Opera on, star ng, characteris cs and hun ng of synchronous motors • Three phase induc on motors – opera on, slip, energy flow (losses) and torque (including calcula ons), current speed rela onship Content removed: • Speed control by pole changing (induc on motor) • Reversal (induc on motor) • Circle diagrams are only covered in N6

Module 6

Genera on and supply of AC power

Weight 10%

(This was previously Module 5) Learning content remaining on: • Resistance, inductance and capacitance of overhead transmission lines • Voltage regula ons and eﬃciency of short transmission lines

TVET First author: Sunil Chuturgoon

TVET FIRST

Mechanotechnics N5

This document includes important informa on about the revised curriculum for Mechanotechnics N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Mechanotechnics N5! Summary of changes in the 2021 curriculum: • The 8 modules remain the same with some content changes. Weigh ngs for modules are now prescribed. The 2021 curriculum gives more detail on curriculum requirements for each module. • In Module 1, students now need to draw and label diagrams of gear systems. They also work with more types of final drives. • New content in Module 3 includes explaining and describing belts and belt drives, principle types of belt feeders, and the opera on of conveyor belts and pipe conveyors. Horizontal and inclined belts are no longer covered. • Module 4 now covers bucket conveyors in addi on to bucket elevators. This is the weigh ng for each module in the Mechanotechnics N5 curriculum which is being implemented from 2021. Curriculum 1990 Modules

Curriculum 2020 Modules

Module 1

Epicyclic gears and gear trains

Module 1

Epicyclic gears and gear trains [weigh ng 10%]

Module 2

Reduc on gearboxes

Module 2

Reduc on gearboxes [weigh ng 10%]

Module 3

Belt drives

Module 3

Conveyor belts and belt drives [weigh ng 15%]

Module 4

Bucket elevators

Module 4

Bucket elevators and bucket conveyors [weigh ng 15%]

Module 5

Rope haulages

Module 5

Rope haulages and aerial ropeways [weigh ng 20%]

Module 6

Elevators

Module 6

Elevators [weigh ng 10%]

Module 7

Rail and road trac on calcula ons

Module 7

Rail and road trac on [weigh ng 10%]

Module 8

Flywheels

Module 8

Flywheels [weigh ng 10% ]

Con nued 67

TVET FIRST

Mechanotechnics N5

In the table below, the first column summarises the old curriculum and the second column explains what has changed in the 2021 curriculum. Previous curriculum

2021 curriculum

Module 1: Epicyclic gears and gear trains

Objec ve

General aim

Make calcula ons with regard to epicyclic gears and reduc on gearboxes.

Apply calcula ons with regard to epicyclic gears and gear trains.

1.1 Epicyclic gears made up of spur gears or bevel gears

1. Epicyclics made up of spur gears • Label the epicyclic spur gears from a given diagram. • Describe the epicyclic gear train. 2. Epicyclics made up of bevel gears • List the applica on of epicyclic bevel gears. 3. Applica on of epicyclic bevel gears [NEW] • Describe situa ons where epicyclic gears can be used. • List examples of instances where epicyclic gears are used. • Draw and label a typical epicyclic gear system.

1.2 Applica on of epicyclic gears on the cyclometer mechanism, Humpage’s gear mechanism and diﬀeren al mechanism

4. The cyclometer mechanism • Describe the cyclometer mechanism. • Draw and label the cyclometer mechanism. 5. Humpage’s gear • Describe the Humpage gear system. • Draw and label a Humpage gear system. 6. Differen al mechanism • Describe the differen al mechanism. • Label the bevel wheel differen al from a given diagram. 7. Other types of final drive [NEW] • Describe the rear wheel drive system. • Explain the front wheel drive system. • Describe the func ons of the clutch in the final drive gear system.

1.3 Calcula ons of simple epicyclic gear trains by tabular method (torque included)

8. Epicyclic gear drive calcula ons • Calculate the speed of selected epicyclic gear trains. • Determine the number of teeth and the PCD of selected gear trains.

Con nued 68

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum • Determine the speed of sha s of epicyclic gear trains. • Calculate the brake consump on on epicyclic gears. • Calculate the torque required to keep gears sta onary.

Module 2: Reduc on gearboxes

Module 2: Reduc on gearbox

Objec ve

General aim

Make calcula ons with regard to epicyclic gears and reduc on gearboxes.

Apply calcula ons with regard to gearbox reduc on and epicyclic gear system.

2.1 Construc on and uses

1. Func ons • List func ons of reduc on gears. 2. Types of gears used in a reduc on gearbox • Describe how spur gears, helical toothed gears and double helical toothed gears work. • List the advantages and disadvantages of using helical toothed gears and double helical toothed gears. 3. Construc on of gear trains • List the factors that should be taken into account when arranging a gear train. 4. Uses of speed reducers • List the uses of speed reducers.

(see point 2.4 below)

5. Worm and worm wheel gear reduc on unit • Describe the func ons of worm and worm wheel reduc on unit.

2.2 Three-speed and reverse gearbox

6. Three-speed gearbox • Describe the func on of the three-speed gearbox.

2.3 Calcula ons on reduc on gearboxes

7. Reduc on gearbox calcula ons • Calculate the number of teeth on selected gears. • Calculate the speed of sha . • Select suitable gears and calculate actual reduc on and the distance between sha s from the diagram. • Calculate the drive ra os from sketches given. • Calculate the delivery speed of gearbox. • Calculate the velocity ra o of the gearbox.

2.4 Calcula ons on worm reduc ons

(see point 5 above.)

Con nued 69

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

Module 3: Belt drives

Module 3: Conveyor belts and belt drives

Objec ve

General aim

Make calcula ons with regard to flat belt, v-belt and conveyor belt drives.

Apply calcula ons with regard to flat belt, v-belt and conveyor belt drives. 1. Flat and v-belt drives [NEW approach to theory] • Explain the func ons of the flat and v-belt drives. • Draw and label flat and v-belts. • List the materials that are used to make flat and v-belts. • Explain the causes of slippage on flat belts and v-belts. • List ways by which slippage may be prevented on flat belts and v-belts. 2. Belt speeds • List acceptable speeds at which v-belts and flat belts may run. 3. Types of belts: open belts, crossed belts, right angular flat belts and angular flat belts [NEW] • Draw and label the following types of belts: a) open belts b) crossed belts c) angular flat belts.

3.1 Calcula ons only, on flat- and v-belt drives (centrifugal force included)

4. Belt drive calcula ons

3.1.1 Flat belts (open and cross drives)

• Calculate the belt velocity, ini al tension, centrifugal tension, belt mass, belt length and angle of contact.

a) Speed ra os between pulleys

• Calculate diameter of pulleys.

b) Maximum force in belt

• Calculate power transmi ed to driven sha s.

c) Ra o between forces, ght side to slack side

• Calculate sha speed.

d) Eﬀec ve belt force e) Power transmi ed by flat belts f) Length of open belts g) Length of crossed belts 3.1.2 V-belts as for flat belts a) Speed ra os between pulleys b) Maximum force in belt c) Ra o between forces, ght side to slack side d) Eﬀec ve belt force

Con nued 70

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

e) Power transmi ed by flat belts f) Length of open belts 3.1.3 Determining the number of belts (v-belts) 3.1.4 Force on bearings 3.1.5 Moments of iner a 3.2 Belt conveyors

5. Belt conveyors • Describe what belt conveyors are. • Draw and label a conveyor and a belt. • Draw and label a typical arrangement of belt conveyors. • Explain what tracking the belt refers to. • List the eﬀect of oﬀ-centre loading.

3.2.1 Horizontal and inclined belts 3.2.2 Construc on of belts; driving mechanisms; methods employed to prevent belt slippage; belt tensioning devices

6. Factors affec ng the training of the belt • State the factors that affect the training of a belt. 7. Training opera ons • Fully explain training opera ons. • List the methods that are used to prevent belt slippage. 8. Types of lagging • Draw well labelled diagrams to show different types of lagging. 10. Principal types of belt feeders [NEW] • With the aid of diagrams, explain the principal types of belt feeders. • List the advantages and disadvantages of belt feeders. • Name various ways of carrying belts.

3.2.3 Care of belts; methods used in joining belts; safety devices; belt conveyor rollers

11. Methods of joining belts • List two main methods of joining conveyor belts and give examples of each. 12. Stopping and holdback devices • List the common types of holdback devices. 13. Opera on of conveyor belts [NEW] • With the aid of diagrams, explain the opera on of conveyor belts. • Describe a tandem belt drive.

Con nued 71

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum • Explain how an interlocking and mul -sec on conveyor works. • Explain the purpose of guards on belt conveyors.

3.2.4 Calcula ons in respect of: belt speeds, belt tensions ( ght and slack side), contact angle on pulley, power transmi ed, belt capacity, drive eﬃciency and tandem drives (combined horizontal and inclined belts to be considered)

17. Belt conveyor calcula ons

3.2.5 Loading of conveyor belts

9. Loading

• Calculate the power required for belt conveyors, the minimum mass of tension carriage assembly necessary to prevent belt spillage. • Calculate belt tension and the number of plies in a belt. • Calculate belt tension on slack side, angle of contact between the belt and pulley, the length of the belt between loading and discharging points, the capacity of load the belt can convey in kg/s, the speed at which the belt can travel in km/h, the length in m, eﬀec ve belt tension and maximum working tension in the belt. Explain diﬀerent types of loading with the aid of a labelled diagram.

3.2.7 Removal of steel from non-magne c materials

14. Magne c separators • Explain the purpose of magne c separators on belt conveyors. • List the diﬀerent types of magne c separators. • State the advantages and disadvantages of magne c separators. 15. Pipe conveyors [NEW] • Describe how pipe conveyors work. • Name the problems that have been solved by introducing pipe conveyors. • Draw a well-labelled diagram to show a pipe conveyor. • List the uses of pipe conveyors. • List the advantages and disadvantages of pipe conveyors.

3.2.8 Correct belts speeds; interlocking sequence; government regula ons applicable to elevators

2. Belt speeds • List acceptable speeds at which v-belts and flat belts may run. 16. Safety precau ons and safety devices. • List the government regula ons C28 and standards that are applicable to belt conveyors, i.e. SANS and NOSA.

Con nued 72

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

Module 4: Bucket elevators

Module 4: Bucket elevators and bucket conveyors

Objec ve

Aim

To understand and be able to make calcula ons concerning the working and construc on of the diﬀerent types of bucket elevators

To understand and be able to make calcula ons concerning the working and construc on of the diﬀerent types of elevators

4.1 Purpose of bucket elevators; diﬀerent types of bucket elevators

1. Bucket elevators • State two categories of bucket elevators. • List the three main types of bucket elevators. • Determine the func ons of hold back devices. • Explain the purpose of tensioning devices. • List the func ons of tail pulleys. • Iden fy the advantages and disadvantages of bucket elevators. • List the purpose of the bucket elevator. • Explain with the aid of a labelled sketch the working opera on of a con nuous bucket elevator and centrifugal bucket elevators.

(See point 4.2 below.)

2. Bucket conveyors • Explain the purpose of bucket conveyors. • Name the diﬀerent types of conveyor buckets. • List advantages and disadvantages of diﬀerent type of bucket conveyors.

4.1.1 Centrifugal discharge of bucket elevators; posi ve of gravity discharge elevators; types of material that can be conveyed; methods of loading and discharge 4.1.2 Moun ng of buckets to belt or chain 4.1.3 Safety devices: Stopping and hold back devices; tensioning devices 4.1.4 Service pla orms; driving mechanisms; main problems experienced with bucket elevators; construc on of tail pulley

Con nued 73

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

4.1.5 Calcula ons of: pulley diameters; belt lengths; volume and mass per bucket; power and eﬃciency

3. Bucket elevators and bucket conveyors • Calculate volume load delivered, number of buckets, volume per bucket, chain or belt speed, power of motor, eﬃciency, power to li load against gravity, the diameter of head pulley, and the total length of chain. • Calculate the chain speed of bucket elevators.

4.2 Bucket conveyors

See point 2 above.

4.2.1 Methods of loading and discharge; various arrangements of bucket conveyors 4.2.2 Driving mechanisms Module 5: Rope haulages

Module 5: Rope haulages and aerial ropeways

Objec ve

Aim

To understand the working and be able to make the concomitant calcula ons of rope haulages and aerial cable ways

To understand the working of rope haulages and aerial ropeways and be able to apply the concomitant calcula ons

5.1 General arrangement: a) endless ropes and b) main and tail rope types

1. Rope haulages a) Endless rope haulages b) Main and tail rope haulages c) General factors • Describe the two major rope haulage systems. • Make a neat diagram to indicate the opera on of endless rope haulage. • Describe the main tail rope haulage. • List the general factors that aﬀect rope haulages.

5.1.1 Gearbox construc on; chimes wheel; methods of impar ng mo on to the rope on the endless rope type haulage; types of brakes used; return and sheave wheels; rollers (pineapple and conical types)

2. Gearbox construc on a) Driving winch b) Driving sheave (chimes wheel) c) Deflec on and return sheave • Explain the ropes haulage construc on with the aid of a labelled diagram. • Describe the func on of driving winch, driving sheave (chimes wheel), deflec on and return sheaves with the aid of a labelled diagram.

Con nued 74

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

5.1.2 Methods of a aching cars to rope

3. Methods used to a ach trucks to rope a) Jockey or clip b) Elswick clip c) Smallman’s clip • Name and describe three methods that are used to prevent rope haulage from reversing a er stopping. • Make a neat labelled sketch of Jockey, Elswick clip and Smallman’s clip used to a ach a car to the moving rope haulage.

5.1.3 Safety devices; derailment devices

4. Brake on driving gear a) Opera ng features of brakes b) Electromagne c brake rollers • Explain the purpose of brakes on haulage drives. • With the aid of labelled diagrams, explain the opera ng features of brakes. • Describe what a pineapple roller is and how it func ons. 5. Safety devices a) Hold back devices b) Pivoted prop stopping devices c) Deacon derailment devices d) Self-locking worm devices e) Cut-out rails f) Signalling system g) Drop rail h) Safety aspects i) Trip wire j) Slack in haulage ropes k) Tension carriage • Discuss a good signalling system that can be used with rope haulage. • Make neat, labelled sketches of the safety devices, describe the purpose of each and explain its opera on. • List common faults associated with tension devices.

5.1.4 Tensioning devices; common faults

Con nued 75

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum 6. Automa c detachment of truck a) Spacing of truck b) Haulage of rope • Describe why spacing of trucks is important in haulage system. • Define how automa c detachment of trucks is done using disengaging frame. • List diﬀerent types of materials used to make haulage ropes.

5.1.5 Calcula ons of: number of trucks; capacity; moment of iner a; rope diameter; ul mate rope strength; factor of safety; power and eﬃciency

7. Calcula ons of haulage rope system

5.1.6 Capstan winches

See point 8 below.

5.2 Aerial ropeways

8. Aerial ropeways

5.2.1 Construc on; diﬀerent types; advantages and disadvantages

a) Types of aerial ropeways

5.2.2 Calcula ons of: span; deflec on; number of containers; capacity and power (ver cal component excluded)

• Calculate the number of trucks, capacity, rope diameter, ul mate rope strength, factor of safety, power and eﬃciency, breaking force of rope, rolling resistance, rope fric onal resistance, me taken by tub to complete journey.

b) Advantages and disadvantages of bi-cable ropeways over mono-cable c) Safety factors d) Calcula ons on aerial ropeways e) Capstan winches f) Capstan winches calcula ons • Describe the func ons of aerial ropeways. • Explain what mono-cable and bi-cable ropeway systems are and list their advantages and disadvantages. • Explain what we mean by transporta on of cableways, hois ng and conveying cableways. • Calculate tension due to self-weight, tension due to loads, and total tension in rope. Define the func ons of capstan winches. • Calculate the total mass, rail resistance, slope resistance, total tension in rope, number of turns around drum, calculate power and torque on drum.

Con nued 76

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

Module 6: Elevators

Objec ve

Aim

To understand the working and construc on of elevators, and be able to make the concomitant calcula ons

6.1 Goods and passenger elevators; construc on of elevators; construc on of hois ng drum; electromagne c brake

1. Types of elevators a) Goods elevators b) Passenger elevators c) Electromagne c brake • Describe two types of elevators. • List the major diﬀerences between goods and passenger elevators. • Draw a labelled diagram to show the arrangement of goods and passenger elevators.

6.2 Balancing of elevator; safety catches on elevator

3. Guides for elevator car and balance mass a) Safety catches b) Wedge clamp • Explain how modern li s are supported. • Explain why elevator cars are counter-weighted. • Explain the opera on principle of a wedge clamp type of safety device with the aid of a labelled diagram.

6.3 Layout of elevator sha of passenger and goods elevators; guide rails for elevator and counter-weight; construc on of counterweight

2. Construc on of passenger cars

6.4 Springs and hydraulic buﬀers at the bo om of the hatchway; automa c door locks on entrances to hatchways

4. Springs and hydraulic buﬀers

• Describe the details of a li well. • Explain the func ons of the driving configura on, driving sheave. • Explain the reasons why springs and oil buﬀers are required.

6.5 Over-winding of elevators 6.6 Composi on and construc on of ropes 6.7 Government regula ons applicable to elevators

5. Government regula ons • List various pieces of legisla on related to safety aspects when using elevators.

Con nued 77

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum

6.8 Calcula ons of: tension in the ropes; accelera on and decelera on; moment of iner a of drum; total torque; power and eﬃciency

6. Elevator calcula ons • Apply calcula ons of the following: a) Tension in the ropes b) Accelera on and decelera on c) Moment of iner a of drum d) Total torque e) Power f) Eﬃciency

Module 7: Rail and road trac on calcula ons (Including inclines)

Module 7: Rail and road trac on

Objec ve

Aim

To make calcula ons concerning rail and road resistance

Apply calcula ons concerning rail and road resistance

7.1 Locomo ve trac ve eﬀort

1. Basic principles and defini ons of rail trac on, trac ve eﬀort of locomo ve and drawbar pull • Define the following basic principles and defini ons: a) Rolling resistance b) Incline resistance c) Accelera on and decelera on force d) Drawbar pull.

7.2 Drawbar pull 7.3 Accelera on and decelera on 2. Symbols; road trac on formulae; mo on on level roads, mo on up and down inclines • Discuss the eﬀect of centrifugal force around curves and condi ons for no side thrust (super eleva on included). • Calculate the mo on on level roads, mo on up and down inclines. 7.4 The eﬀect of centrifugal force around curves and condi ons for no sided thrust (super eleva on included)

3. Skidding and overturning on curved track a) Symbols b) Unbanked and banked tracks (super eleva on) • Calculate super eleva on. • Explain the maximum safe speed to prevent skidding and overturning on unbanked curves.

Con nued 78

TVET FIRST

Mechanotechnics N5

Previous curriculum

2021 curriculum • Calculate maximum speeds without skidding and without overturning on banked curves. • Calculate coeﬃcient of fric on between wheels and rails. • Calculate the rolling resistance, incline resistance, accelera on force, accelera on, decelera on, trac ve eﬀort of locomo ve, drawbar pull.

7.5 Maximum safe speed to prevent skidding and overturning 7.6 Power Module 8: Flywheels

Module 8: Flywheels

Objec ve

Aim

To make calcula ons concerning flywheels

Apply calcula ons concerning a flywheel

8.1 Purpose of a flywheel

1. Purpose of a flywheel a) Comparison between circular and linear mo on • List the func ons of a flywheel. • Explain the diﬀerence between circular and linear mo on.

8.2 Elementary calcula ons concerning moment of iner a; torque and power required for angular accelera on

2. Elementary calcula ons concerning moment of iner a, torque and power required for angular accelera on • Convert linear velocity to angular velocity and vice versa. • Convert linear accelera on to angular accelera on. • Calculate velocity, accelera on, angular accelera on and angular decelera on, moment of iner a, kine c energy, uniform torque, me required for accelera on, average force, mass, distance the load can be raised, work done, fric onal torque, power and energy.

TVET First author: Peet du Toit

TVET FIRST

Quan ty Surveying N5

This document includes important informa on about the revised curriculum for Quan ty Surveying N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Quan ty Surveying N5! Major changes in the 2021 curriculum: • The curriculum is divided into four modules with specific requirements for each module. The Learning Outcomes are more specific about the requirements for each sec on. • In Module 1, there is more detail on the types of contracts to be covered. • Methods of tendering in Module 1 is new content. • Measurement (Module 3) provides take-oﬀ lists and specifica ons and guidelines for what students should know for each module. Includes mber roof construc on and concrete reinforced structures. • Module 4 on cost management is new. Changes to the previous curriculum

New content in 2021 curriculum

Module 1: Construc on processes

Building contracts. [Types of contract are NEW]

Some of this content was prescribed in the theory sec on of the previous curriculum: the rela onship between the form of contract, drawings, bill of quan es, specifica ons and the Standard System of Measuring.

• List and explain the following building contracts, including their advantages and disadvantages:

The curriculum now specifies the types of contract that the student must know about. Methods of tendering is a new Learning Outcome, and the tendering methods are specified. The curriculum provides more detail for each Learning Outcome and what students need to be able to do in the Learning Outcomes for specifica ons and contract documents. Students now need to know how to prepare a contract document.

– Lump sum contract – Labour only contract – Cost plus contract – Bill of quan

es contract

– Define the schedule of rates. Methods of tendering [NEW] • List and explain the following tendering methods, including their advantages and disadvantages: – open tendering – selec ve tendering – nego ated tendering. • Explain what a nominated supplier and a nominated subcontractor are. Specifica ons (contract document) • Define specifica ons. • Explain the role of specifica ons. • Describe the use of specifica ons.

Con nued 80

TVET FIRST

Quan ty Surveying N5

Changes to the previous curriculum

New content in 2021 curriculum Contract/Construc on documents [NEW] • Describe what the construc on documents are. • Explain the purpose of construc on documents. • Know how to prepare a contract document.

Module 2: Roles and responsibili es of the quan ty surveyor This content was men oned in the theory sec on of the previous curriculum, but now detail is given on how the quan ty surveyor is involved during the whole project cycle and their role during the stages. More detail is given for the prepara on of valua on and final account. The reten on fund is new to the 2021 curriculum.

Du es of a quan ty surveyor • Explain the du es of a quan ty surveyor from incep on of a project to the appointment of a main contractor. • Explain the du es of a quan ty surveyor from the appointment of a main contractor to the finalisa on of the final account. • List the du es of a quan ty surveyor during pre-contract when working for a contractor. • List the du es of a quan ty surveyor during post-contract when working for a contractor. Interim valua ons and final account – Describe the valua on for interim cer ficate. – Prepare the interim valua on for the FIRST up to THIRD par al payment based on the following: a) Contract period b) Comple on of all earthwork (100% complete) c) Percentage of concrete and masonry work completed d) Amount allowed for plumbing and drainage e) Value of unfixed material on site and 10% reten on. – List the items that should be included when preparing interim valua on. – Prepare final account for final payment due to the contractor based on given data. – Discuss reten on fund. – Explain the step that should be followed when dra ing interim valua on and final account. Varia ons and varia on accounts • Explain the diﬀerence between a varia on and varia on order. • Describe the nature of varia ons. • List the causes of a varia on order. • List the eﬀects of a varia on order.

Con nued 81

Quan ty Surveying N5

Changes to the previous curriculum

New content in 2021 curriculum

Module 3 Measurement

• Sub-module 3.1: Measuring founda ons

This sec on is divided into sub-modules for each item of measurement.

• Sub-module 3.2: Measuring basements

Students are no longer required to measure chimneys and fireplaces. Timber door and window frames are specified, excluding other types.

• Sub-module 3.4: Measuring concrete reinforced structures [NEW]

Reinforced concrete structures and mber roof construc on have been added to the curriculum. Billing without quan sec on.

• Sub-module 3.3: Measuring garden fence/wall

• Sub-module 3.5: Measuring plumbing and drainage • Sub-module 3.6: Measurement of mber roofs [NEW] • Sub-module 3.7: Measurement of mber windows • Sub-module 3.8: Measurement of doors and door openings • Sub-module 3.9 Measuring levelling of uneven ground

es is included in this

Module 4: Cost management

Module 4: Cost es mates [NEW]

This module was not in the previous curriculum.

• Cost, price and value • List and explain four major steps of cost management in construc on. • Discuss the process followed by the building contractor in preparing a compe ve bid for the building work.

TVET First authors: Bana Afrika and Reuveshin Nair

Business

TVET FIRST

Applied Management N4

This document includes important informa on about the revised curriculum for Applied Management N4. In the le hand column we explain the major changes from the old curriculum to the new, and in the right hand column we provide detail of the new content, all of which can be found in TVET First Applied Management N4. Implementa on is scheduled for 2021. Major changes from the previous curriculum: New content in the following LOs: • Changed from 7 modules to 6 as the old Module 1 (Terminology) is now integrated into all modules. • There are many addi ons to the LOs in every module. • New terminology is added to every module. Module 1: Types of hospitality establishments • Now only 3 LO’s instead of 6 as some have been combined. • Specific outcomes have been added. • Prac cal component now specifies one commercial establishment, one noncommercial establishment and one nonresiden al establishment.

1.1.1 New curriculum has defini ons of the following new terms: establishment/business/ company; profit-based; non-profit-based; nonresiden al; welfare organisa on; outsourced services. 1.2.1 Farmhouses * Bed and Breakfasts * Holiday resorts * Train hotel e.g. Rovos rail * Cruise liners, yachts * Luxury motor coaches * Glamping (glamorous camping) * Student accommoda on/private hostel accommoda on. 1.2.2 Commercial establishments which are nonresiden al are now separated from the residen al establishments. Non-residen al: Fes vals and concerts, Delicatessens and salad bars, Food trucks, Airline catering, Markets, Film sets. Industrial establishment topic changed to contract catering, then industrial establishment becomes a subheading under contract catering. Commercial banks, industrial establishments (e.g. mine, oﬃce, factory workers), func on catering, oﬀsite catering.

Con nued 85

TVET FIRST

Applied Management N4

Major changes from the previous curriculum: New content in the following LOs: Under contract services, extra fields to be contracted out which were not covered in the old curriculum are specified as follows: • Floristry services, Babysi ng, Laundry, Shu le services, Security services. Government ins tu ons topic was changed to noncommercial establishments. Module 2: Planning in hospitality • Extra learning content in 2.1 Terminology. • Prac cal component simplified to two tasks: – Students must present on how to crisis manage given situa ons. – Students must plan and host a small event using principles of planning.

2.1.1 New curriculum now includes defini ons of the following terms: barriers; innova on; presenta on, standing plans, policy; procedure; rules; staff training plans; staff schedules; maintenance plans; task lists. 2.5.1 Types of planning have changed: • Long-term planning is now combined with strategic and corporate planning • Short-term planning is now combined with opera onal planning • Single use plans, standing plans, policies, procedures and rules have been added to opera onal planning • Addi on of func onal/divisional/ departmental planning • Managing work in a given department in a hospitality establishment, e.g. Housekeeping, Food and Beverage service, Food produc on, Front Office, Human resource, Security and Maintenance • Staff training plans • Staff schedules • Task lists • Maintenance plans • Con ngency plans. 2.6

Requirements for successful planning have been amended to meet the SMART standard

Con nued 86

TVET FIRST

Applied Management N4

Major changes from the previous curriculum: New content in the following LOs:

Module 3: Organisa on in hospitality • Extra learning content in 3.1 Terminology. • Prac cal component no longer requires planning of a special func on. The students must now perform an interview with a manager.

2.7

Limited the barriers of planning to a maximum of 5 points.

2.8

Now specified the management levels as: • Lower/supervisory/first level • Middle management level • Top management level.

3.1.1 New curriculum now includes defini ons of the following terms: organisa on; innova on; departmenta on; organisa onal structure; recruitment and selec on; employee/ team member; technical skills; line organisa on; line and staﬀ organisa on; func onal organisa on; delega on; span of control; division of work; authority; responsibility; accountability. 3.3.1 Division of work. The new curriculum notes that division of work should be implemented both ver cally and horizontally while the old curriculum did not specify how it takes place. 3.4.1 Organisa on structures. The new curriculum specifies that the organisa on structure for restaurants in a hotel and for a hotel must be drawn. 3.6

Module 4: Leading in hospitality • Extra learning content in 4.1 Terminology. • Prac cal component is now in the form of an assignment.

Span of control. The new curriculum specifies that span of control in a hospitality establishment must be described. This is no longer just a brief descrip on.

4.1.1 New curriculum now includes defini ons of the following terms: leadership; communica on; giving guidance; conceptual skills; interpersonal skills; facet/aspect/ features; programmed decisions; nonprogrammed decisions; mo va on; job depth; job scope; team-work; problem solving; decision making.

Con nued 87

TVET FIRST

Applied Management N4

Major changes from the previous curriculum: New content in the following LOs:

Module 5: Co-ordina on in hospitality • Extra learning content in 5.1 Terminology. • Prac cal component is now in the form of an assignment.

Module 6: Controlling in hospitality • Order of learning content has changed slightly. • Extra learning content in 6.1 Terminology. • Removed: The content of the framework and components of stock control. • Prac cal component is now in the form of an assignment on control.

4.2

Aspects or facets of leadership is phased out in the new curriculum and replaced by characteris cs of a good leader.

4.3

Leadership style is now a topic on its own. The new curriculum explains diﬀerent leadership styles, which was not covered in the old curriculum.

4.5

The new curriculum discusses ways of mo va ng employees, which was not covered in the old curriculum.

5.1.1 New curriculum now includes defini ons of the following terms: co-ordina on; lateral/ horizontal co-ordina on; ver cal coordina on; morale. 5.3

The new curriculum specifies levels of management.

5.4

The new curriculum discusses factors of coordina on, whereas these were not included in the old curriculum.

5.5

The topic ‘aids in co-ordina on’ was changed to ‘methods/techniques to improve coordina on’.

6.1.1 New curriculum now includes defini ons of the following terms: control; stock taking; audi ng; Management by Excep on (MBE); Management Informa on System (MIS). 6.3.1 The focus of control is a new Learning Outcome. Briefly explain the focus of control under each of the following headings: Resources, Financial, Physical, Human, Informa on . 6.4

The new curriculum requires principles of control to simply be listed whereas the old curriculum required the principles to be described.

Con nued 88

TVET FIRST

Applied Management N4

Major changes from the previous curriculum: New content in the following LOs: 6.6

The control process includes the step of measuring performance.

6.8

The new curriculum specifies control techniques to focus on, whereas these were not specified in the old curriculum: 6.8.1 Briefly explain each of the following control techniques: Accoun ng, Observa on, Internal checking/taking stock, Audi ng, MIS: Point of Sale (POS), relevant technology e.g. iPad used by waitresses to take orders at the table. Management by Excep on (MBE), Standing limits/boundaries, Standing rules/orders/ procedures, Disciplinary ac on. • Management by Excep on has been combined with control measures and the new curriculum specifies that five advantages must be listed.

6.9.3 and 6.9.4 The advantages and disadvantages of budgets are included in the new curriculum. 6.9.4 The new curriculum requires a brief descrip on of the steps for formula ng a budget, namely: Record all sources of income, Classify items of expenditure, Set priori es, Explain the informa on included in the budget, U lise the budget. 6.9.5 The new curriculum requires a brief descrip on of the following types of budgets: Opera ng budget, Financial budget, Revenue and expense budget, Capital expenditure budget, Cash flow budget, Sales budget, Produc on budget, Purchases budget, Staﬀ budget, Research and development budget.

Con nued 89

TVET FIRST

Applied Management N4

Major changes from the previous curriculum: New content in the following LOs: 6.10.4 The sec on: Framework and components of stock control, has been phased out. Op mum stock level, i.e. maximum and minimum stock levels, the benefits of using a MIS to control stock, and providing examples of systems used in the hospitality industry were added. 6.11.1 Name and briefly explain the following problems in control in a hospitality establishment: Costs, Excessive control, Feedback on performance, Goal frustra on. Very important points:

TVET First Applied Management N4 has been completely revised and updated. The page numbers refer to pages in the Student’s Book:

1. TVET First Applied Management N4 includes all of the addi ons to the curriculum.

• Fully updated and aligned with the 2021 curriculum • Packed with module summaries to aid students with their exam prepara on (see pages 33, 57, 87, 126, 150, 195) • Key concepts are listed and defined at the beginning of every module to overcome language barriers and facilitate students’ understanding (see pages 2, 37, 61, 91). • The book provides an extensive glossary linked to in-text defini ons which assist with understanding industry terminology (see pages 200-203). • Visuals and mind maps are included to support learning and cater for diﬀerent learning styles (see pages 3, 10, 26, 38, 46, 53, 65, 72, 78). • Lots of figures, diagrams and illustra ons make the theory come alive and facilitate understanding and discussion of concepts (see pages 84, 85, 102, 109).

2. The Student’s Book is accompanied by a comprehensive Lecturer’s Guide which includes: • Comprehensive answers • Background informa on • Addi onal ac vi es with answers

Con nued 90

TVET FIRST

Applied Management N4

Very important points:

TVET First Applied Management N4 has been completely revised and updated. The page numbers refer to pages in the Student’s Book: • The Student’s Book oﬀers many relatable examples and real life case studies to help students relate the theory to the industry, understand the applica on of the theory and prepare for relevant exam ques ons (see pages 6, 7, 8, 14, 20, 24, 25, 31, 41, 49, 52, 77, 86). • Packed with ac vi es and summa ve assessments to prepare students thoroughly for the exam (pages 34, 59, 89, 129, 152, 199). • Important defini ons are clearly explained and highlighted to overcome language barriers and ensure students gain understanding (see pages 3, 12, 15, 44, 62). • Links to online resources give students access to addi onal informa on and oﬀer lecturers addi onal sources of teaching and examining materials (pages 9, 13, 26, 41, 50, 51). • The clear design makes the book easy to follow and enjoyable to read. • Each module begins with learning objec ves so that students and lecturers know exactly which topics will be covered (see pages 1, 36, 60, 90, 130, 153). • The Student’s Book is accompanied by a Lecturer’s Guide with memoranda for all ac vi es as well as a week-by-week year plan. • The Lecturer’s Guide includes background explana ons and extra ac vi es for lecturers to use as tests or exam prepara on ac vi es.

TVET First authors: Tevia Krul and D O’ Dougherty

TVET FIRST

Introductory Computer Prac ce N4

This document includes important informa on about the revised curriculum for Introductory Computer Prac ce N4. The TVET First team drew up the table below to demonstrate a simple comparison of the old and new curricula. The first column contains the old curriculum for comparison purposes, the second column sets out the new curriculum Learning Outcomes and the third column notes where to find the new content in our TVET First Introductory Computer Prac ce N4 Student’s Book. Implementa on is scheduled for 2021. 1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

Topic 1: Compu ng concepts and applica on skills

Mod 1 LO 3: Name the reasons for the use of computers and state any four advantages and one disadvantage of computers.

Mod 1 LO 1: Define the concept ‘computer’ and explain the func oning thereof in detail.

Mod 1 LO 2.1: Iden fy the components of a computer under the headings hardware and so ware.

1.1

Introduc on to compu ng concepts and systems technologies

1.1.1

Define the term ICT.

1.1.2

Discuss the role computers play in modern society.

1.1.3

Explain how ICTs facilitate everyday business opera ons.

1.1.4

Discuss examples of computer usage and applica ons as part of society.

1.2

Explain what a personal computer is and how it is used

1.2.1

Describe the concept personal computer in terms of hardware, so ware, memory, storage.

1.2.2

Diﬀeren ate between various types and forms of computers in terms of their use and purpose within an oﬃce environment.

1.2.3

Diﬀeren ate between hardware and so ware.

1.2.4

Describe the basic purpose of hardware.

1.2.5

Describe the basic purpose of so ware.

Unit 1.1

Unit 1.2

Mod 3 LO 3 a: Dis nguish between hardware and so ware.

Con nued 92

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

Mod 1 LO 2.2: Briefly state the func on of each component of a computer: hardware and peripherals.

1.2.6

TVET FIRST

Diﬀeren ate between diﬀerent types of hardware with examples.

Mod 3 LO 2.2 a: Name the func on of the screen, name and the diﬀerent types of screens. Mod 3 LO 2.4 b: Name the func on capacity of a hard disk drive. Mod 3 LO 2.3: Name the diﬀerent types of printers, and in a prac cal demonstra on, iden fy a daisy wheel, dot matrix and a laser printer. The student should also be able to name the salient features of each type of printer.

DAISY WHEEL AND DOT MATRIX PRINTERS, AS WELL AS FLOPPY AND STIFFY DISKS, ARE NO LONGER APPLICABLE.

Mod 3 LO 2.4 a: Name the func on of a floppy or s ffy disk drive and compare their capaci es. Mod 4 LO 1.1: Iden fy the different parts of a floppy disk by presen ng them schema cally and name them orally, iden fy them prac cally, describe the func on of each part and name the purpose of write protec on. Mod 4 LO 1.2: Iden fy the different types of floppy disks with regards to size and storage capacity by lis ng the in tabular form. Mod 4 LO 1.3: Explain the basic rules for the handling and maintenance of floppy disks. 1.2.7

Diﬀeren ate between diﬀerent types of so ware with examples.

1.3

Introduc on to systems technologies and the informa on processing cycle

1.3.1

Define the following terms: Informa on processing; Informa on processing cycle

Unit 1.3

Con nued 93

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

Mod 5 LO 1: A er the relevant learning content has been studied and a relevant demonstra on regarding computers has been a ended, briefly explain each term of the men oned computer terminology in the context in which it is used.

2021 CURRICULUM LEARNING OUTCOMES 1.3.2

Explain how the concepts of informa on processing and the informa on processing cycle are related.

1.3.3

Draw a basic model of an informa on processing device.

1.3.4

Define the terms: Input, Output and Processing.

Other terms are described in the sec ons in which the concepts appear.

1.3.5

Explain the purpose of storage.

1.3.6

Name the various components required and u lised for input/output, storage and processing. Range: RAM; ROM; secondary and primary storage; CPU; digital communica on mediums.

1.4

Basic concepts of systems and applica on so ware

Mod 1 LO 2.3: So ware: Opera ng system; applica on programs

1.4.1

Diﬀeren ate between systems and applica on so ware.

Mod 3 LO 3 b: Briefly explain for which purpose system (opera ng system and u lity programs) and applica on programs are used.

1.4.2

List examples of diﬀerent types of systems and applica on so ware.

1.4.3

Explain the role of the opera ng system (OS).

1.4.4

Explain the role of the OS as an interface between the user and the computer.

1.4.5

Explain the necessity of the various opera ons and func ons that an OS provides to a user.

1.4.6

List examples of diﬀerent u lity so ware and their purpose (including an virus so ware).

Mod 3 LO 1: Name the purpose and func on of the central processing unit (CPU) as well as the diﬀerent memories of the computer. Mod 3 LO 2.5: Draw a sketch of the CPU and peripherals indica ng input and output devices and secondary storing.

Mod 3 LO 5: State what a computer virus is, how it spreads and how it can be prevented, detected and destroyed.

TVET FIRST

Unit 1.4

Con nued 94

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

Mod 6 LO 1: Explain and proficiently apply the procedure for switching on and loading of DOS on a computer.

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

1.5

Unit 1.5

Star ng up and shu ng down an opera ng system (OS)

DOS COMMANDS ARE NO LONGER APPLICABLE.

Mod 6 LO 2: Dis nguish between internal and external commands by naming any two diﬀerences. Mod 6 LO 3 a: Demonstrate mastery of the internal commands of·DIR, DIR/?,DIR/W, RE-BOOT, CLS. Mod 6 LO 3 b: Demonstrate changing of ac ve drive by proficiently execu ng it on the computer with confidence as per instruc on or by means of assignments. Mod 6 LO 4: Demonstrate mastery of the external commands of FORMAT, /4, /V by proficiently execu ng it on the computer with confidence as per instruc on by means of assignments.

Mod 7 LO 2 d: Procedure when exi ng a program.

1.5.1

Describe the concept of star ng an opera ng system. (This also includes the concept of bootstrapping.)

1.5.2

Start an opera ng system, and log on. (Also relates to why the necessity exists to log into an opera ng system.)

1.5.3

Describe the concept of logging oﬀ or placing a computer in sleep mode.

1.5.4

Describe the concept of restar ng a computer using an appropriate rou ne.

1.5.5

Shut down or restart a computer.

1.6

Explore and use the opera ng system (OS)

1.6.1

Iden fy and name components of the OS desktop.

Unit 1.6

Con nued 95

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

Mod 4 LO 2: Name the computer language rules in connec on with file names and demonstrate it in a prac cal situa on by applying it faultlessly on computer.

Mod 3 LO 2.1: Name the func on of the keyboard.

2021 CURRICULUM LEARNING OUTCOMES 1.6.2

Outline the purpose of the desktop and the task bar.

1.6.3

Use the start bu on on the taskbar to gain access to other func ons of the OS.

1.6.4

Iden fy common icons and discuss their meaning, such as: file icons, folder icons, drive icons, peripheral device icons, shortcuts, recycle bin, applica ons.

1.6.5

Open diﬀerent windows.

1.6.6

Use two programs simultaneously in Windows and switch between the two.

1.6.7

Iden fy the content of disks and folders in the content panel of Windows Explorer.

1.6.8

Iden fy the file types correctly according to their extensions.

1.6.9

Perform basic file management opera ons. Range: Create and manage folders; Move files and folders; Select mul ple or single files; Name and rename files (including rules and conven ons); Perform basic search func ons; Digital communica on mediums.

1.6.10

Use the Help func on to solve problems.

1.6.11

Use available u lity so ware. Range: Calculator; Paint; Snipping tool.

1.7

Using input and poin ng devices

1.7.1

Diﬀeren ate between a keyboard and a mouse and input devices.

TVET FIRST

Unit 1.7

Con nued 96

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

Mod 7 LO 2 i: Page up/down.

1.7.2

Mod 7 LO 2 j: Edi ng of text: insert, insert on/oﬀ, delete/type over, centre, indent and tab key (no se ng of tab keys).

TVET FIRST

Demonstrate proficiency in using a keyboard.

Range: Introduc on to the keyboard and the various frequently used keys. Content: Top row; Bo om row; Combina on. Introduc on to other keys: Shi , Caps Lock, Insert, Delete, Backspace, Page Up, Page Down, Home, End, Tab, Undo, Redo, Print screen. Speed and accuracy drills. Random, basic common shortcuts. Speed and accuracy drills.

Mod 3 LO 2.2 b: State six hints to avoid eye fa gue during computer usage.

1.7.3

Demonstrate the correct typing posture and posi oning of fingers, wrists, forearms and back to facilitate touch-typing.

1.7.4

Iden fy the diﬀerent sec ons on a keyboard (alphabe cal, numerical, func on keys). Range: Able to type home row: a s d f g h j k l ; Able to save a document. Understand the correct use of the Enter key (word wrap). Able to type top row (q w e r t y u i o p) and home row. Able to type bo om row (z x c v b n m , . /) and home row. Able to type a combina on of short words and sentences.

Mod 7 LO 2 h: Quick cursor movement.

1.7.5

Demonstrate proficiency in using a poin ng device (mouse). Range: Understand the diﬀerent func ons of a mouse (right-click, le -click, scroll); learn how to drag the cursor, double-click, click to select; develop fine motor skills to be er control the mouse. (Common Sense Educa on, 2019).

Con nued 97

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

1.8

Introduc on to word processing

Unit 1.8

1.8.1

Define the term ‘word processing’.

1.8.2

List examples of diﬀerent word processing applica ons.

1.8.3

Explain why word processing so ware is used.

1.9

Star ng a word processing applica on

Mod 7 LO 2 a: Switching on and accessing a program.

1.9.1

Open/start a word processor.

Mod 7 LO 2 c: Crea ng of new documents.

1.9.2

Create a new blank document.

1.9.3

Create a document based on a template.

1.9.4

Describe the concept and purpose of templates.

1.9.5

Open an exis ng document.

1.9.6

Export/save a document in another format. Range: Previous version, r , pdf, txt.

1.9.7

Switch between diﬀerent documents.

1.9.8

Explore common features of the ribbon tabs, Quick Access toolbar, File tab, Menus.

1.9.9

Change the default folder for saving documents.

1.9.10

Use the help func on provided.

Mod 7 LO 1: Explain the concepts ‘word processing’ and ‘text manipula on’, as well as the purpose thereof.

Mod 7 LO 2 g: Print out of text.

Mod 7 LO 2 b: Use of main op on list (where available).

Unit 1.9

Con nued 98

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

1.10

Keyboarding and keyboard proficiency in a document

Unit 1.10

1.10.1

Iden fy and use a number of keys and explore their eﬀects in a Word document. Range: Alphabe cal keys, number keys/ Num Lock, Caps Lock, Enter, Backspace, Delete, Spacebar, Shi , Tab, Ctrl + Alt, Delete and F keys.

Mod 2 LO 1.3: Demonstrate the use of these special keys on a computer by using them proficiently in the execu on of assignments during applica on programs.

1.10.2

Prac se using these keys to create and edit a text document, e.g. using the tab key for inden ng.

Mod 7 LO 2 e: Input of text.

1.10.3

Use basic features to edit a Word document. Range: Move around in it; type in it (INS); delete text; start a new paragraph; type in capital le ers and use Undo and Redo func ons. Select data using keyboard and/or mouse; entering, edi ng and dele ng text. Basic punctua on – one space a er all punctua on, including periods, forma ng marks.

1.10.4

Describe the GIGO (Garbage In Garbage Out) principle, using a word processor document.

1.10.5

Use other keys and combina ons thereof on the keyboard, such as Shi , Caps Lock, Insert, Delete, Backspace, Page Up, Page Down, Home, End, Tab, Undo, Redo, Print screen.

Mod 2 LO 1.1: Demonstrate the use of the Qwerty keyboard by being able to achieve a speed of at least 8 w.p.m. in a speed test with a minimum number of errors on the computer. Mod 2 LO 1.2: Demonstrate the use of the numerical keys, as well as on the numerical keypad, by doing graded exercises (which can be integrated with alphabe cal exercises) with a minimum number of errors. Mod 2 LO 1.4: Proficiently apply the func on keys F1 to F10 or F12 as in the system so ware, as well as the diﬀerent applica on programs.

Mod 7 LO 2 f: Reveal codes (where available).

Con nued 99

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

Mod 7 LO 2 m: Page break.

2021 CURRICULUM LEARNING OUTCOMES 1.10.6

Revise alphabe cal keys.

1.10.7

Type special characters, symbols and punctua on marks available on the keyboard: (! @ # $ % ^ & * ? < > )

1.10.8

Demonstrate the use of common shortcuts for edi ng text, e.g. Ctrl +, Ctrl + B, Ctrl + I, Ctrl + U, Ctrl + Z, Ctrl + Enter.

1.10.9

Demonstrate the use of common shortcuts for Edi ng text e.g. Ctrl + C (copy), Ctrl + X (cut), Ctrl + V (paste)

1.11

Reinforce prac cal keyboarding and typing skills within a word processor

1.11.1

Type 15-minute speed tests.

1.11.2

Type revision, remedial and drill exercises.

1.11.3

Reinforce the concepts mastered as part of LO 1.10.

1.11.4

Type speed-building exercises (using a typing tutor).

1.11.5

Touch-type with confidence. Range: Alphabe c keys; numeric keys (numeric keypad and/or top row numbers).

1.11.6

Apply basic edi ng and correc on using shortcut keys.

1.12

Use basic features to create, edit and format a document

1.12.1

Illustrate the purpose and advantages of using word processing so ware.

1.12.2

Demonstrate the ability to open and save a document.

1.12.3

Diﬀeren ate between saving and saving as.

1.12.4

Use basic features to format a word processor document (font group, use of style group).

Mod 7 LO 2 n: Page combine.

Mod 2 LO 2: A er con nuous drilling of accuracy and speed, achieve a minimum of 8 w.p.m. for a dura on of 10 minutes with minimum errors, during special weekly accuracy/speed tests. Mod 7 LO 3 c: Compile le ers. Mod 7 LO 3 d: Compile simple display works.

TVET FIRST

Unit 1.11

Unit 1.12

Con nued 100

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES 1.12.5

Use edi ng func ons and shortcuts such as: cut, copy, paste, find and replace.

Mod 7 LO 2 k: Underline, bold.

1.12.6

Apply basic forma ng to a document. Range: Font type, style, size, colour, highlight and eﬀects.

Mod 7 LO 3 a: Unnumbered paragraphs.

1.12.7

Add or remove bullets or numbers in a single level list, switch between standard bullets, numbered lists.

1.12.8

Insert pictures and images (insert, wrap, sizing).

1.12.9

Capture and insert a screenshot.

Mod 7 LO 3 b: Numbered paragraphs.

Mod 7 LO 2 l (1): Margins.

TVET FIRST

1.12.10 Set margins of the document, page or set of pages according to requirements. 1.12.11 Select and use page orienta on for diﬀerent purposes.

Mod 7 LO 2 l (2): Line spacing.

1.12.12 Use a variety of layout and forma ng op ons. Range: Change line spacing (single, 1.5 and double) Change paragraph spacing (before and a er) Apply paragraph alignment (le , centre, right, jus fy) Increase and decrease indent feature Inser ng symbols – basic: caret (ê), acute (é), diaresis (ë), plus-minus (±), etc. Preference to numbers but exposure to Roman numerals (i, ii, iii), as well as alphabe cal (a, b, c) numbering. 1.12.13 Apply spell/grammar checking and proofing. 1.12.14 Export a document to a diﬀerent format (e.g. pdf).

Con nued 101

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

1.13

Spreadsheet basics

Unit 1.13

1.13.1

Define the term and purpose of spreadsheet processing.

1.13.2

List and describe diﬀerent uses of spreadsheets (types of documents created) to represent informa on to users.

1.13.3

Open/Start the spreadsheet applica on.

1.13.4

Create a new blank spreadsheet/ worksheet.

1.13.5

Navigate a workbook.

1.13.6

Create a new spreadsheet based on a template.

Mod 8 LO 3 d: Loading / retrieving of file.

1.13.7

Open an exis ng spreadsheet.

Mod 8 LO 3 g: Quit.

1.13.8

Export/Save a spreadsheet in another format. Range: Previous version, r , pdf, txt, csv.

1.13.9

Switch between diﬀerent spreadsheets and worksheets.

Mod 8 LO 1: Explain the concept of spreadsheets as well as the purpose thereof.

Mod 8 LO 3 a: Accessing of spreadsheet program.

Mod 8 LO 2: Terminology in connec on with spreadsheets. Mod 8 LO 3 b: Op on list.

1.13.10 Explore common features of the Ribbon Tabs, Quick Access toolbar, Oﬃce Bu on, Menus. 1.13.11 Use the Help func on provided. 1.13.12 Diﬀeren ate and move between a tab sheet, row, column and cell.

Mod 8 LO 3 c: Input of data.

1.14

Use basic features to create and edit a spreadsheet

1.14.1

Add content to a cell.

1.14.2

Edit content of an exis ng cell.

Unit 1.14

Con nued 102

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

Mod 8 LO 3 f: Clear screen.

2021 CURRICULUM LEARNING OUTCOMES 1.14.3

Use basic features to format a spreadsheet. Range to format text: Highlight text; typing text in bold, italics and underline; typing text in diﬀerent styles and font sizes; using the alignment func ons – le , right, merge & centre; adjust the width of the columns and height of rows and insert borders (horizontal and ver cal lines).

1.14.4

Use basic features to edit and change informa on in a spreadsheet.

Mod 8 LO 3 k: Edi ng of spreadsheet: delete cell or block.

TVET FIRST

Range of edi ng: Move around in it; delete text; type in capital le ers, insert rows and columns; and use Undo and Redo func ons. Range of changes: Change the contents of a cell or part of the contents of a cell. 1.14.5

List and describe the common types of data that may be entered into a cell.

1.14.6

Understand the concept that a cell in a worksheet document refers to only one element of data of a specific type.

1.14.7

Understand the concept of a column, row and worksheet and the purpose of each.

1.14.8

Enter data of diﬀerent types in a cell.

1.14.9

Diﬀeren ate between diﬀerent data types and their use to represent data/ informa on. Range: Strings, General, Number, Currency, Date and Time.

1.14.10 Edit the data content of a cell. 1.14.11 Select a cell, range of adjacent cells, range of non-adjacent cells, en re worksheet. 1.14.12 Understand and apply the concept of a cell reference. 1.14.13 Format the content of a cell and change the format of dates and currency, change number formats and decimal se ngs.

Con nued 103

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

TVET FIRST

1.14.14 Implement good prac ces in crea ng lists and tables. Range: Avoid blank rows and columns in the main body of lists; insert a blank row before the Total row; ensure that cells bordering the list are blank. 1.14.15 Explain the purpose of a spreadsheet and the concepts of a cell, row, column and sheet. Mod 8 LO 3 m: Change width of individual columns.

1.14.16 Demonstrate the resizing of rows and columns.

Mod 8 LO 3 l: Copy command.

1.14.17 Transfer common features from word processing skills (e.g. copy, paste, save).

Mod 8 LO 3 e: Saving of a file. Mod 8 LO 3 n: Horizontal lines only.

1.14.18 Use basic forma ng and edi ng to format cells: wrap, merge, split, alignment, borders, shading, text direc on and AutoFill. 1.14.19 Decide on common data types such as: General; Number; Currency; Text.

Mod 8 LO 3 j: Print out of spreadsheet and formulae (only standard print out).

Mod 8 LO 3 h: Arithme c func ons.

Mod 8 LO 3 i: SUM (for the adding of a series of cell).

1.14.20 Spell check; preview and set print (range or sheet) op ons and print the document 1.15

Use formulae to perform basic calcula ons in a spreadsheet

1.15.1

Perform the basic spreadsheet calcula ons by inser ng formulas and using basic operators including: + – * /

1.15.2

Understand the order of precedence and the use of brackets.

1.15.3

Use the autofill tool to repeat formulae and increment data entries.

1.15.4

Use basic func ons: MIN, MAX, SUM, COUNT and AVERAGE to solve simple problems.

1.15.5

Sort data.

1.15.6

Iden fy problems based on the following error indicators: #VALUE, #NAME, #NUM, #REF, #DIV/0, #N/A, ######

Unit 1.15

Con nued 104

TVET FIRST 1995 CURRICULUM

Introductory Computer Prac ce N4 2021 CURRICULUM LEARNING OUTCOMES 1.15.7

TVET FIRST

Troubleshoot basic errors in formulae and func ons.

Topic 2: Networks and systems technologies 2.1

Networking concepts

2.1.1

Define the term network.

2.1.2

List and briefly describe common examples of everyday networks.

2.1.3

Discuss the advantages and disadvantages of using networks.

2.1.4

Describe the basic components and hardware required for network communica ons.

2.1.5

Diﬀeren ate between the use, purpose and opera on of diﬀerent types of networking hardware. (Basic overview)

Unit 2.1

Topic 3: Data, informa on management and computa onal thinking 3.1

Computa onal thinking (CT) skills

3.1.1

Define the concept CT and its components. Range: Pa ern recogni on, abstrac on, decomposi on and possibly algorithms.

3.1.2

Apply CT processes within a given problem domain.

3.1.3

Place objects/statements/words in correct order.

3.1.4

Use detail to follow certain steps to complete an ac on.

3.1.5

Iden fy what a pa ern is.

3.1.6

Interpret a given set of raw data, then recognise the pa ern.

3.1.7

Look for similari es among and within problems.

3.1.8

Make predic ons based on pa erns.

3.1.9

Define the term algorithm.

Unit 3.1

Con nued 105

TVET FIRST 1995 CURRICULUM

Introductory Computer Prac ce N4 2021 CURRICULUM LEARNING OUTCOMES 3.1.10

Explain how algorithms are part of our daily lives and processes.

3.1.11

Understand what an algorithm is in simple real-life scenarios.

3.1.12

Read, understand and explain an exis ng algorithm.

3.1.13

Trace steps in an algorithm.

3.1.14

Use the following problem-solving steps and techniques to solve a problem:

TVET FIRST

Write down the main ideas and requirements of the problem. Represent the problem by using a diagram, table, flow chart, descrip on or any other method to indicate how you understand the problem. 3.1.15

Iden fy the tools/instruments needed to solve the problem.

3.1.16

Plan the detail and sequence the steps.

3.1.17

Break down a complex problem or system into smaller, more manageable parts through decomposi on.

3.1.18

Focus on the important informa on only, ignoring irrelevant detail and seeing problems as finite chunks which can be re-used rather than re-built over and over again through abstrac on.

3.1.19

Implement the steps to solve the problem.

3.1.20

Reflect on how well you have solved the problem.

Topic 4: Internet and communica on skills 4.1

Introduc on to the internet and WWW

4.1.1

Define the term internet.

4.1.2

Describe the term connec vity.

4.1.3

Describe the term WWW.

Unit 4.1

Con nued 106

TVET FIRST 1995 CURRICULUM

Introductory Computer Prac ce N4 2021 CURRICULUM LEARNING OUTCOMES 4.1.4

Define the terms web address/uniform resource locator (URL), and describe their purpose.

4.1.5

Diﬀeren ate between a webpage and website.

4.1.6

Explain the purpose of a browser, search engine and other online tools and networks.

4.1.7

Iden fy the diﬀerent web browsers: Internet Explorer, Chrome, Opera, Firefox and Safari.

4.1.8

Work with a web browser.

4.1.9

Type in a URL in the address bar.

4.1.10

Illustrate an understanding of safe internet use: passwords, layered authen ca on, captcha.

4.1.11

Explain the reason for informa on piracy and privacy.

4.1.12

Perform a search using a search engine. Range: Wri ng search criteria, evalua ng the results.

4.1.13

Describe how a website is accessed and informa on obtained (how to access and browse a website).

4.1.14

Explore and use social electronic media and networks for various communica on purposes. Range: Facebook, Twi er, blogs, Skype, WhatsApp, YouTube, etc.

TVET FIRST

Topic 5: Digital ci zenship 5.1

ICT impacts society at large

5.1.1

Iden fy areas where ICTs influence one’s life and lifestyles.

5.1.2

Explain how ICT enhances daily living at home.

Unit 5.1

Con nued 107

TVET FIRST 1995 CURRICULUM

Introductory Computer Prac ce N4 2021 CURRICULUM LEARNING OUTCOMES 5.1.3

Describe how ICT enhances and aﬀects society. Range: Oﬃce prac ces and educa on, healthcare and government, engineering, communica on in the digital age, news transmission/delivery, video technology, forensics.

5.1.4

Explain how mobile technologies aﬀect the emerging world.

5.1.5

Describe the concept of ICT-related crime (cybercrime) by referring to computer criminals – types and what they do/how they operate.

5.1.6

Explain how ICTs impact on the workplace and employment prac ces. Range: Mobile offices, virtual office, decentralisa on of labour, office automa on.

5.2

Impact of the use of ICT on the environment

5.2.1

Define the term green compu ng.

5.2.2

Define the term e-waste.

5.2.3

Discuss how the use of ICTs impacts the environment with regard to e-waste management and green compu ng.

5.2.4

Explain how the environmental impact of the use of computers could be reduced.

5.3

Basic concepts of cloud compu ng and digital presence

5.3.1

Explain the concept cloud compu ng.

5.3.2

Demonstrate the use of Cloud compu ng with: OneDrive; Dropbox; Google Drive; Google Docs; Google Sheets.

5.4.3

Demonstrate an understanding of a search engine (Google).

TVET FIRST

Unit 5.2

Unit 5.3

Con nued 108

TVET FIRST

Introductory Computer Prac ce N4

1995 CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES 5.3.5

Demonstrate knowledge of ICTs in everyday life. Range: Use of ICTs in real life (shopping, banking and educa on). Explain the features/characteris cs of online banking and shopping. Demonstrate.

5.3.6

Explore the concepts of digital ci zenship. Range:

TVET FIRST

Protect oneself when online Online harassment Stalking and bullying Self-image Ne que e Social media safety Awareness of digital footprint 5.3.7

Demonstrate an understanding of the concepts of: Cybercrime – threats, issues and remedies Iden ty the Hacking Phishing

Mod 3 LO 4: Name the inten on of copyright on computer so ware and under which circumstances copies may be made.

5.3.8

Demonstrate an understanding of what copyright and plagiarism are (so ware, informa on, intellectual property).

5.3.9

Diﬀeren ate between diﬀerent types of copyright.

5.3.10

Demonstrate an understanding of the purpose of asking for permissions and digital content usage rights.

5.3.11

Reference sources.

Con nued 109

TVET FIRST 1995 CURRICULUM

Introductory Computer Prac ce N4 2021 CURRICULUM LEARNING OUTCOMES 5.3.12

Explain the purpose of regulatory bills and their implica ons. Range: South African Protec on of State Informa on Bill. Electronic Communica ons and Transac ons Act. Regula ons of Intercep on of Communica ons and Provision of Communica on-related Informa on Act (RICA). Protec on from Harassment Act (2013).

TVET First author: A Thorne

110

TVET FIRST

Computer Prac ce N4

This document includes important informa on about the revised curriculum for Computer Prac ce N4, scheduled for implementa on in 2021. For best results, use TVET First Computer Prac ce N4. Changes to the curriculum for 2020: • The curriculum has been thoroughly modernised, changed and restructured to prepare the student for the 4th Industrial revolu on (4IR). • ALL Learning Outcomes have been re-developed from scratch and re-weighted. • Many new Learning Outcomes and topics have been added. • It now comprises 5 topics instead of 5 modules. • The subject now has 110 recommended no onal hours: Contact = 72 hours, self-study = 32 hours and internal assessments = 6 hours Old modules vs new topics (subjects and weigh ngs): Old curriculum (1995): Module 1

Introduc on to computers

Module 2

Keyboarding

19%

Module 3

System so ware

13%

Module 4

Text manipula on

31%

Module 5

Spreadsheets

31%

New curriculum (2021): Topic 1

Compu ng concepts and applica on skills

45%

(Old M1, M3 – M5) + NEW OUTCOMES (includes MS Word, MS Excel and MS PowerPoint)

Topic 2

Networking and communica on skills

7.5%

NEW

Topic 3

Data, informa on management and computa onal thinking

30%

NEW (standalone module and integrated with Topic 1)

Topic 4

Internet and communica on skills

7.5%

NEW

Topic 5

Digital ci zenship

10%

NEW

Con nued 111

TVET FIRST

Computer Prac ce N4

• Old Module 2 (Keyboarding) is no longer featured in the Learning Outcomes. • Outdated technology (e.g. DOS-commands, diske es, etc.) have been completely removed from the curriculum. • Data & informa on management and Computa onal thinking from Topic 3 are brand new concepts for Computer Prac ce. These topics integrate with skills learned in other Topics, par cularly the use of MS Office. • The so ware applica ons now include MS Word, MS Excel and MS PowerPoint. • Networking, Internet and Digital ci zenship skills are new Topics added to Computer Prac ce. • The latest two versions of MS Office Suite are prescribed (currently Office 2016 or 2019 or Office 365). Specific new content in 2021 curriculum: New content in CP N4 curriculum on:

Module and unit in TVET First CP N4 book:

Topic 1: Compu ng concepts and applica on skills • Introduc on to the concepts of ICTs, the digital world and digital ci zenship – 4 new LOs

• Module 1 – Unit 1.1

• PCs and how they are used There is a lot of overlap between the new and old LOs in this sec on – but all LOs have been reworded and some technologies have changed. – 14 LOs

• Module 1 – Unit 1.2

• Opera ng systems – 7 new LOs

• Module 1 – Unit 1.3

• File management – 9 new LOs

• Module 1 – Unit 1.4

• Word processing (MS Word) While there is some overlap in the new and old LOs in this sec on, because of changes in technology many of the old LOs are redundant and many new LOs have been added. – Intro/ purpose of Word Processing – 4 LOs – Use basic features to create and edit and format a document – 14 LOs – Use insert func ons to create and edit a document – 14 LOs NEW! In the new curriculum, Charts are covered in MS Word and not MS Excel.

• Module 2 – Unit 2.1 • Module 2 – Unit 2.2 • Module 2 – Unit 2.3

Con nued 112

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Computer Prac ce N4

New content in CP N4 curriculum on: • Excel (MS Excel) While there is some overlap in the new and old LOs in this sec on, because of changes in technology many of the old LOs are redundant and many new LOs have been added. – Intro/ purpose of spreadsheets – 5 LOs – Use formulae to perform basic calcula ons in a spreadsheet – 9 LOs NEW! In the new curriculum, Charts in MS Excel has been moved to the CP N5 curriculum. Excel func ons covered at N4 level: AVERAGE; COUNT; COUNTA; COUNTBLANK; MAX; MEAN; MIN; MODE; QUOTIENT Excel skills covered at N4 level: ABSOLUTE CELL REFERENCING; BASIC INTEGRATION; CELL DATA TYPES; ERROR INDICATORS; FORMATTING CELLS; FORMATTING SHEETS/ ROWS/COLUMNS; HEADERS AND FOOTERS; RENAMING WORKSHEET; SORTING DATA • Presenta on so ware (MS PowerPoint) – Intro/ purpose of presenta on so ware – 4 new LOs – Use basic features to create, edit and format a presenta on – 10 new LOs

Module and unit in TVET First CP N4 book:

• Module 3 – Unit 3.1 • Module 3 – Unit 3.2–3.3

• Module 4 (en re module)

Topic 2: Networking and communica on skills • Hardware components that cons tute a network – 4 new LOs – Types of networks and networking components are covered – Students must be able to set up a home/ personal area network

• Module 5 (en re module)

Topic 3: Data, informa on management and computa onal thinking • Apply computa onal thinking (CT) skills towards the development of a computer-based solu on – 8 new LOs • Find and access data and informa on =>Process data and informa on=>Present solu on – 12 new LOs • Online collabora on tools and services – 10 new LOs • Blogging principles – 12 new LOs

• Module 6 – Unit 6.1 • Also integrated into Modules 2 – 4 (Topic 1) • Module 6 – Unit 6.2 • Also integrated into Modules 2 – 4 (Topic 1) • Module 6 – Unit 6.3 • Module 6 – Unit 6.4

Con nued 113

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Computer Prac ce N4

New content in CP N4 curriculum on:

Module and unit in TVET First CP N4 book:

Topic 4: Internet and communica on skills • Introduc on to the Internet – 7 new LOs • Overview of the WWW – 6 new LOs • Obtaining informa on and using the WWW – 8 new LOs

• Module 7 – Unit 7.1 • Module 7 – Unit 7.2 • Module 7 – Unit 7.3

Topic 5: Digital ci zenship • Legal issues rela ng to ICT – 4 new LOs • ICTs and health-related issues – 3 new LOs • Ergonomic issues – 3 new LOs • Responsible use of computers – 3 new LOs

TVET First authors: Shailendra Sas & Devendri Sas

114

• Module 8 – Unit 8.1 • Module 8 – Unit 8.2 • Module 8 – Unit 8.3 • Module 8 – Unit 8.4

TVET FIRST

Introductory Financial Accoun ng N4

This document includes important informa on about the revised curriculum for Introductory Financial Accoun ng N4. In the le hand column we explain what has changed from the old curriculum to the new, and in the right hand column we list the new content and tell TVET First users where they can find the relevant content in our book, TVET Introductory Financial Accoun ng N4. Page numbers refer to the TVET First Student’s Book. Implementa on is scheduled for 2021. Major changes from the previous curriculum:

New content on:

BRAND NEW CONTENT: Module 1: added to LO 1.2 Forms of ownership: Ac vi es of organisa ons

LO 1.2.4 Ac vi es of organisa ons Service ac vi es Trading ac vi es Manufacturing ac vi es Ac vi es with no profit mo ve (See SB page 16)

Module 3: added to LO 3.5 Payment methods now include Electronic Funds Transfer (EFT), Debit card slips, Credit card slips, Withdrawal slips, in addi on to the old content on cheques. These methods of payment are applied throughout the rest of the book.

LO 3.5.3 Payment methods • Electronic Funds Transfer (EFT) • Debit card slip • Credit card slip • Cheque • Withdrawal slip See pages 37–39 for the introduc on to the new source documents linked to this outcome change, and pages 47–56 for the new content on payment methods. Also see pages 120–124 for some examples of how these changes to the curriculum apply to the rest of the book.

Module 8: Bank reconcilia on NEW LO 8.3.1 Outstanding payments (EFT)

LO 8.3.1 Items on the journals but not in the bank statement • Outstanding deposits (same as old curriculum) • Outstanding payments (EFT) (NEW: See page 184) • Outstanding cheques (same as old curriculum)

Con nued 115

TVET FIRST

Introductory Financial Accoun ng N4

Major changes from the previous curriculum:

New content on:

Module 9 Year-end procedures NEW LO 9.2.3 Draw up the statement of changes in equity.

LO 9.2 Statement of financial posi on (Unit 9.2, pages 216–219) 9.2.1 Purpose of the statement of financial posi on. 9.2.2 Draw up the statement of financial posi on in ver cal form • Assets • Equity and liabili es • Notes to the statement of financial posi on: Property plant and equipment (PPE), cash and cash equivalents 9.2.3 Draw up the statement of changes in equity (See page 219).

There are also smaller changes, such as: OLD CONTENT 1995 CURRICULUM NEW PLACE/ORDER IN 2021 CURRICULUM: • Module 1 is a combina on of Modules 1 and 2 of the 1995 curriculum. • Module 2 is Module 4 (4.1 and 4.2) of the 1995 curriculum. • Module 3 is a combina on of Modules 3 & 4 (4.3) of the 1995 curriculum with new content on payment methods. • Module 4 is the same as Module 5 of the 1995 curriculum except for terminology changes. • Module 5 is the same as Module 6 of the 1995 curriculum BUT Trial Balances (usually in the last Module) now appear here, immediately a er the General Ledger. • Module 6 is mostly the same as Module 7 in the 1995 curriculum, but the Wages and Salaries Journal sec on has moved to a new module, and payments (6.2.2) now focuses on all methods of payments. • Module 7 (Wages and Salaries Journal) is the same as LO 7.5 in the 1995 curriculum.

See SB Unit 5.4 for the Trial Balance in Module 5 (pages 89–97).

Cash Receipts Journal (see pages 104 and 105) Cash Payments Journal (see pages 118 and 119) Analysis Cash Book (see page 131)

Wages Journal (see page 168) Salaries Journal (see page 171)

Con nued 116

TVET FIRST

Introductory Financial Accoun ng N4

Major changes from the previous curriculum: • Module 8 is mostly the same as the 1995 curriculum, except for the addi on of LO 8.3.1 men oned above. • Module 9 is mostly the same as the 1995 curriculum, but now contains only points 9.2 and 9.3 from the 1995 curriculum as the Trial Balance sec on was moved to Module 5 in its en rety. Also note the addi on of the Statement of Changes in equity (9.2.3).

New content on:

Statement of Profit or Loss (see page 215) Statement of changes in Equity (see page 219)

TERMINOLOGY AND ACCOUNTING BOOKS FORMAT CHANGE: All the format and wording changes that are required by the new 2021 curriculum have been applied to the accoun ng books in the TVET First textbook. The following are some examples: • fixed assets changed to non-current assets • trading stock changed to trading inventory • stock changed to inventory • debtors changed to trade receivables • creditors changed to trade payables • Debtors Control changed to Trade Receivables Control • Creditors Control changed to Trade Payables Control Very important points:

TVET First Financial Accoun ng N4 has been completely updated:

1. This edi on of TVET First Introductory Financial Accoun ng N4 includes all of the addi ons and changes to the curriculum and follows the order of the curriculum.

• Fully updated and aligned with the new 2021 curriculum. The TVET First textbook follows the structure of the new curriculum. See outcomes at the beginning of each module that are linked to the curriculum: pages 1, 20, 31, 60.

Con nued 117

TVET FIRST

Introductory Financial Accoun ng N4

Very important points:

TVET First Financial Accoun ng N4 has been completely updated:

2. TVET First has a Lecturer’s Guide which includes: • Background informa on • Suggested teaching plan • Lesson plan template • Comprehensive answers • Memorandum to the prac ce exam.

• Every module begins with a ‘starter ac vity’ that is designed to help the lecturer determine the students’ prior knowledge before star ng the module. The starter ac vity builds on students’ exis ng knowledge to lead them into new content, o en using a case study or prac cal component. See pages 1–2, 20–21, 31–32, 60, 75, 102. • TVET First has an open and fresh layout, with user-friendly text that is easy to read. Key words boxes in the margins explain important terms. • Step-by-step explana ons are clear and easy to follow, with lots of worked examples. See pages 104–105, 107, 120–124. • The content and number of ac vi es are aligned with the prescribed weigh ng of the curriculum. This is outlined in a useful sixmonth teaching plan in the Lecturer’s Guide, see pages xiv–xvii. • Case studies give students the opportunity to engage with the content in real-life scenarios and apply their knowledge of accoun ng to finding the answers. See page 28. • Excellent summaries appear at the end of every module. The summaries are useful for revision and give students a good overview of what they have learned and what they should know. See pages 17, 29, 57. • Summa ve assessments at the end of every module are modelled on typical exam-style ques ons to ensure that students get enough prac ce in reading and answering exam ques ons. See pages 18, 29–30, 58–59, 72–73, 99–100, 155–156, 178–180, 207–208, 226– 227.

3. TVET First has a Workbook with space to answer all ac vi es on correct accoun ng paper. This keeps answers to ac vi es and summa ve assessments neatly organised. It is also a useful revision aid to prepare for the final exam.

Con nued 118

TVET FIRST Very important points:

Introductory Financial Accoun ng N4 TVET First Financial Accoun ng N4 has been completely updated: • A prac ce exam at the end of the Student’s Book, with a memorandum in the Lecturer’s Guide, will give students the opportunity to complete a mock exam based on the new content in the curriculum. See pages 233–247. • The Lecturer’s Guide includes a useful overview of the Learning Outcomes and learning content that can be used to compile your own six-month teaching plan. See pages viii–xiii in the Lecturer’s Guide.

TVET First authors: Alma Janse van Rensburg is a Senior Lecturer at Northlink College with 38 years’ lecturing experience in more than 15 diﬀerent subjects. She uses this college lecturing experience to inform her work as an author. She has been an external examiner for the DHET for many years and understands exam requirements and how to prepare students for final examina ons. She is also an external moderator for Umalusi. Carine Esterhuyse is a lecturer at Northlink College with 40 years’ experience lecturing accoun ng. She has been a TVET examiner for over 13 years and is currently a moderator. The TVET First textbook draws on her knowledge of the kinds of ques ons asked in an exam and how to prepare students to answer them correctly. Alma and Carine are experienced lecturers, examiners and authors who wrote on the first edi on of TVET First Introductory Financial Accoun ng N4. They have applied their experience in both lecturing and examining college students to this textbook, now updated and improved to meet the new curriculum requirements.

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Financial Accoun ng N4

This document includes important informa on about the revised curriculum for Financial Accoun ng N4. Page numbers refer to the TVET First Financial Accoun ng N4 Student’s Book. Implementa on is scheduled for 2021. Major changes from the previous curriculum:

New content on, for example:

• New format for Statement of profit or loss (was ‘Income statement’ – see Curriculum Annexure D).

• Detailed explana on of the theory and accoun ng transac ons related to the periodic and perpetual methods of recording inventory (pp 106–113).

• New format for Statement of financial posi on (was ‘Balance sheet’ – see Curriculum Annexure E).

• Detailed explana on of the statement of changes in equity (pp 98–99).

• Statement of changes in equity (Curriculum Annexure F).

• Comprehensive ideas and revision ac vi es for comple on of the full accoun ng cycle document project required by curriculum LO 2.2.1 (Unit 3.4, pp 138–149).

Very important points:

TVET First Financial Accoun ng N4 has been completely revised:

1. Details of how the textbook aligns with the LOs of the curriculum are explained on pages v–xiv. In a few places, the textbook departs from the learning sequence presented in the curriculum in order to group concepts for easier understanding.

• Every module begins with a mind map overview of its content, followed by a starter ac vity to ac vate students’ interest and background knowledge of the topics (pp 1, 17, 31, 43, 65, 105, 150, 176, 198).

2. All topics are introduced and clarified with scaﬀolded examples and ac vi es to promote students’ understanding of the underlying concepts as well as proficiency in assessments and exams (see, for example, 6.1–6.16 from pages 203–232.) 3. TVET First includes a Lecturer’s Guide, with comprehensive solu ons to ac vi es and assessments, as well as an excellent Workbook.

• Every module ends with a summary to provide students with an overview and revision of the most important points they need to know (pp 13, 29, 39, 61, 102). • Special features include: – Keywords (pp 68, 82, 209). – Tabulated informa on (pp 2–3, 33–34). – Diagrams and flowcharts (pp 5, 18, 21). – Exam ps (pp 9, 12, 23, 32). – A ‘See it online’ feature which provides links to learning materials and videos (pp 4, 6, 10, 106). – Ample worked examples, ac vi es and assessments (pp 10, 27–28, 114–117).

TVET First author: Moira Richards is a re red prac sing accountant, a former lecturer at Nelson Mandela Metropolitan University (NMMU) and author or co-author of more than a dozen textbooks and study guides in secondary and ter ary-level accoun ng and related subjects.

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Introductory Informa on Processing N4

This document includes important informa on about the revised curriculum for Introductory Informa on Processing N4. In the le hand column we explain what has changed from the old curriculum to the new, and in the right hand column we list the new content and tell TVET First users where they can find the relevant content in our book, TVET Introductory Informa on Processing N4. Page numbers refer to the TVET First Student’s Book. Implementa on is scheduled for 2021. Note: The main changes to this curriculum are: • The removal of all the accelera on modules and Module 6 (Oﬃcial le ers). • Some modules have become more specific Major changes from the previous curriculum:

New content on:

• Changed from 10 hours a week (8 hours lecturer contact • NB: Manuscript signs have been me and 2 hours non-contact me) to 10 hours a week changed to Proofreading signs and contact me. the term type has been changed to • Time allocated was 4 hours Typing technique and 4 key in. hours Word processing but has changed to 7 hours Typing technique and 3 hours Word processing. • There is now only 1 examina on paper instead of 2 papers • Length of ques on papers: Typing technique sec on now includes the med accuracy test. Word processing sec on now has a produc on speed of 9 w.p.m instead of 8 w.p.m. The approximate length will be 2295 strokes instead of 2040 strokes within the same me limit. • Assessment will be through Applica on (weighted 75-80) (Sec on A) and Analysis (weighted 25-20) (Sec on B) • Weigh ng of Paragraphs with headings (Typing Technique) has decreased from 13% to 10%. The weigh ng of Business le ers (Typing Technique) has decreased from 13% to 10%. • There are no longer any accelera on modules in Typing Technique. • Module 6: Oﬃcial le ers on le erheads has been removed from the curriculum, so there are now only 9 modules in Typing Technique. All 9 main modules have remained in Word Processing, but accelera on modules have been removed (Modules 10 & 11).

Con nued 121

TVET FIRST

Introductory Informa on Processing N4

Major changes from the previous curriculum:

New content on:

• Weigh ng of Paragraphs (Word Processing) has decreased from 15% to 14%. The weigh ng of Business le ers (Word Processing) has decreased from 15% to 14%. • Marking schedule for speed and accuracy test has changed to a marking schedule for med accuracy test and the rubric has been updated. Tests are now out of 20 marks instead of 40 marks. Typing Technique Module 1: Accuracy and Speed development (Module 2 in IIP N4 book) • Timed accuracy test used to allow for 12,5 typing errors in med speed tests but now only allows for 12 typing errors. • There is no more accelera on (35 w.p.m not required). • Typewriters are no longer used. • 5-minute med accuracy tests have been removed.

• All students may now use the spell check func on as no typewriters are in use.

Typing Technique Module 2: Ini al instruc on (Module 1 in IIP N4 book) • This has changed from 4 points to 2 points. • The new curriculum is very specific about content covered. • Status line has changed to status bar. • Superscript and subscript are now in the curriculum and not accelera on func ons. • Search and replace has changed to find and replace. • Produc on speed must not be more than 5 w.p.m. • Print preview must be used.

Learning content: • Basic computer knowledge covers: hardware, so ware, handling and care of storage devices, forma ng of disks and disk capacity. • Applica on and display func ons: Added the following: procedure for switching oﬀ, using the main menu/loading of programme, double underline, superscript and subscript, show/hide bu on, font type and size, paper size, handling of document (rename, delete, find, copy, move), headers and footers, footnotes and endnotes, symbols.

Typing Technique Module 3: Menus • Font types and sizes can now be examined. Typing Technique Module 4: Paragraphs • Point 7: Numbered main paragraphs with numbered subparagraphs (undisplayed) has been removed.

Con nued 122

TVET FIRST

Introductory Informa on Processing N4

Major changes from the previous curriculum:

New content on:

Typing Technique Module 5: Business le ers • No longer use printed le erheads

• Le erheads will be created or retrieved by students and a short second page must be included. • Students must not use abbrevia ons unless otherwise indicated and they must not use emojis or social media language.

Typing Technique Module 6: Le ers of applica on

• Explain to learners how le ers of applica on are keyed in, copied, submi ed for signature, posted or emailed, and the copied le er filed/ saved. • Students must not use abbrevia ons unless otherwise indicated and they must not use emojis or social media language.

Typing Technique Module 7: Curriculum vitae (CV) • The new curriculum no longer specifies the use of a cover page. Typing Technique Module 8: Memorandums Typing Technique Module 9: Paragraphs in African Languages

• Paragraphs must now be keyed in using numbered and unnumbered paragraphs.

Word Processing Module 1: Ini al instruc on (Module 10 • Same addi ons as Typing Technique in IIP N4 book) Module 2: Ini al instruc ons • The new curriculum has 2 learning content points instead of 3. • No longer need to name five advantages of word processing compared to typing and two advantages of typing compared to word processing. • Elementary word processing func ons now changed to Applica on/Manipula on func ons. • New curriculum penalises a mistake with -1 instead of -2. Word Processing Module 2: Menus (Module 11 in IIP N4 book)

Con nued 123

TVET FIRST

Introductory Informa on Processing N4

Major changes from the previous curriculum:

New content on:

Word Processing Module 3: Adver sements (Module 12 in IIP N4 book) Word Processing Module 4: Paragraphs (Module 13 in IIP N4 book) Word Processing Module 5: Business le ers (Module 14 in • Students must create and retrieve IIP N4 book) electronic le erheads. • No longer use printed le erheads. Word Processing Module 6: Le ers of applica on (Module 15 in IIP N4 book) • The new curriculum does not include an example of a short second page. Word Processing Module 7: Curriculum vitae (Module 16 in IIP N4 book) Word Processing Module 8: Memorandums (Module 17 in IIP N4 book) Word Processing Module 9: Paragraphs in African Languages (Module 18 in IIP N4 book)

• Diacri cal marks are now required to be keyed in and are examinable.

Very important points:

TVET First Introductory Informa on Processing N4 has been thoroughly updated and revised:

1. This revised edi on of TVET First Introductory Informa on Processing N4 covers all requirements of the 2021 curriculum and prepares students eﬀec vely for exam success.

• Fully updated, refreshed and aligned with the 2021 curriculum. • Wri en by a lecturer with over 40 years of experience in this field. • Extensive focus on drills and accuracy tests to ensure that students have plenty of ac vi es (more than 30) to master the art of touch typing and improve their speed and accuracy (pages 65–86, 70). • Packed with examples and ac vi es to help students prac se the correct techniques and layouts (pages 19, 106, 114, 131, 146, 153). • Step-by-step examples and alterna ve methods with screenshots to support addi ons to the curriculum (pages 8, 13, 15, 16, 17, 24, 29, 104).

2. TVET First has a Lecturer’s Guide which includes: • Comprehensive answers with marking rubrics • Background informa on • A CD with printable answers to ac vi es. Lecturers can choose to print out the final answers for students from the CD.

Con nued 124

TVET FIRST Very important points:

Introductory Informa on Processing N4 TVET First Introductory Informa on Processing N4 has been thoroughly updated and revised: • Includes tables, bulleted lists and images to help students grasp the necessary concepts and skills (pages 3, 8, 63, 114, 126, 127). • Starter ac vi es ac vate background knowledge and s mulate discussions (pages 1, 61, 101). • Summaries and exam-type summa ve assessments at the end of each module help students to revise and prepare for exams (pages 57–60, 95–100, 123–124, 141–143). • Key concepts and important terms are clearly explained to help students overcome language barriers (pages 2, 62, 103, 119, 156). • TVET First has an extensive Lecturer’s Guide with answers to all ac vi es as well as addi onal informa on. • Full marking rubrics are provided in the Lecturer’s Guide to aid with marking and exam prepara on. • Lesson and teaching plans are now incorporated via the 10-week plan – see the Lecturer’s Guide pages viii-xx.

TVET First author: Alet Steenkamp has been a lecturer, moderator, examiner and marker of Introductory Informa on Processing N4 and Informa on Processing N4–N6. She authored the first edi on of TVET First Introductory Informa on Processing N4 and has now revised it thoroughly to meet all the requirements of the 2021 curriculum and support student success.

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Informa on Processing N4

This document includes important informa on about the revised curriculum for Informa on Processing N4, scheduled for implementa on in 2021. For best results, use TVET First Informa on Processing N4. Note: The previous curriculum was published in 1995. Changes to the curriculum include: Updated terminology: • Computers only (no typewriters) • Keying in (not typing) • Personal assistant (not secretary or typist) More focus on: • Word processing func ons and skills • Preparing the students for tasks related to a personal assistant • The ability to work independently • Using exis ng knowledge and skills func onally, at an increased tempo and at a more advanced level • Applying word processing skills to other programs. Prerequisite • Students must have passed Computer Applica on Technology (CAT) Grade 12 or Oﬃce Data Processing (ODP) L4 or Introductory Informa on Processing N4. Dura on • Remains one semester for full- or part- me students (17 hours), but 7 hours per week (Typing Technique 4 hours and Word Processing 3 hours per week) Evalua on • An Internal Con nuous Assessment (ICASS) mark of at least 40% as well as 80% class a endance. • Exam: The mark for Typing Technique (200) is added to the Word Processing mark (100) to obtain a mark out of 300 which is calculated as a mark out of 100 (percentage). A minimum examina on mark of 40% is required to pass. • To pass the course, a candidate must obtain a final mark of 40% (the ICASS mark and the examina on mark must be calculated together in a ra o of 40:60). Weigh ng changes for Typing technique: • Menus: 4 (instead of 5) • Business le ers: 8 (instead of 9) • Oﬃcial le ers: 7 (instead of 5) • Assignment using Columns/Tables: 9 (new) • Financial Statements: 12 (instead of 10) • Tabular statements: 12 (instead of 14)

Con nued 126

TVET FIRST

Informa on Processing N4

Time alloca ons have been added to the curriculum. The spellcheck func on is compulsory in the typing technique and word processing modules. Lecturers need to maintain contact with industry to keep up to date with the latest developments. Changes from the previous curriculum:

Examples in TVET First Student’s Book: TYPING TECHNIQUE

• Module 1: Accuracy and speed development (16 hours) – For med accuracy tests: changed from no more than 5 errors to no more than 18 errors. – 10-minute speed drills are now referred to as med accuracy tests. These need to be done every week. It is no longer necessary to have 5-minute med accuracy tests. – The correct si ng posture and height of seat (moved from Module 2). • Spellcheck should be used (throughout). • Module 2: Ini al instruc ons/Proofreading signs and typing rules (Throughout the various modules) Basic computer knowledge: all new content: – Hardware – So ware – Handling and care of storage devices – Forma ng of disks, disk capacity Applica on/display func ons: some new content. In our book, this is taught throughout modules to scaffold content as students prac se different skills. – Switching on and off – The main menu and the directory lis ng – Crea ng, saving and retrieving a document, opening, renaming, dele ng, copying and moving a document – Line spacing – Keying in and edi ng text: moving the cursor, the status bar, ribbon and task bar – Inpu ng text: Choosing English (South Africa) as your default language, inser ng, dele ng, undele ng/restoring text, moving, cu ng, copying and pas ng text, using the Find and Replace func on, prin ng a document – Forma ng text, words, paragraphs and pages – Inser ng objects (symbols and ASCII codes) – The Help func on Proofreading signs: all new

• See pages 14–15 • See pages 17, 18, 19, 20, etc. (There are 18 of these ac vi es.) • See pages 18–19 • See pages 3, 59, 106, 109

• • • • • •

See pages 48–53 See pages 48–52 See page 53 See page 49 See page 50 See pages 53–67

• See pages 53–54 • See page 54 • See pages 54–56 • See pages 56 • See pages 57–59 • See pages 59–61

• • • •

See pages 61–66 See pages 66–67 See page 67 See pages 67–69

Con nued 127

TVET FIRST

Informa on Processing N4

Changes from the previous curriculum:

Examples in TVET First Student’s Book:

• Module 3: Menus (3 hours) Content remains the same (except where func ons have been incorporated). Applica on/display func ons: – Alignment and line spacing – Tab stops – Leader dots – Fonts, text boxes, page borders and shapes

• • • • •

• Module 4: Paragraphs (7 hours) Content remains the same (except where func ons have been incorporated). Applica on/display func ons: Inden ng text

• See pages 91–92

• Module 5: Business le ers (7 hours) Content remains the same (except where func ons have been incorporated); more focused on electronic le erheads. Applica on/display func ons: – Using the spellcheck func on – Adding a page, page breaks and page numbering

• See pages 116–117 • See page 106 • See page 120

• Module 6: Oﬃcial le ers (5 hours) Content remains the same (except where func ons have been incorporated). Applica on/display func ons: – Hyphena on (hard and so ), hard spaces

• See pages 130–131

See pages 73–88 See pages 73–74 See pages 74–77 See page 78 See pages 81–88

• Module 7: Le ers of applica on (3 hours) Content remains the same. • Module 8: Curriculum vitae (2 hours) Content remains the same. • Module 9: Memorandums (3 hours) Content remains the same. • Module 10: Assignments using columns/tables (7 hours) All new content (replaces Assignments on folded paper). Inser ng columns into a document Tables Applica on/display func ons: Sec on breaks

• • • •

See pages 174–192 See pages 174–177 See pages 180–185 See page 176

Con nued 128

TVET FIRST

Informa on Processing N4

Changes from the previous curriculum:

Examples in TVET First Student’s Book:

• Module 11: Financial statements (11 hours) Content remains the same, but the use of spreadsheet programs recommended. Applica on/display func ons: – Removing table borders in Word – Notes • Module 12: Tabular statements (11 hours) On one sheet of A4 (landscape) paper (replaces two sheets of A4 paper or one sheet of A3 paper). Content to fit columns (no longer the block method or equal column method). Applica on/display func ons: – Selec ng landscape layout – Changing margins – Table concepts (inser ng a table, rows, columns, merging, column width, borders, footnotes and endnotes) • Module 13: Paragraphs in African languages (4 hours) Content remains the same, but students need to know how to insert diacri c marks in the examina on.

• See pages 194–195

• See page 197 • See page 199

• • • •

See pages 212–227 See page 212 See pages 212–213 See pages 213–217

• See page 229

WORD PROCESSING • Module 14: Ini al instruc ons/Proofreading signs and typing rules (Throughout the various modules). The sec on comparing computers (word processing) and typewriters has been deleted as it is no longer relevant. Basic computer knowledge has been updated. Applica on and display func ons has been updated.

• See pages 241–243 • See pages 243–247

• Module 15: Menus (2 hours) Content remains the same. • Module 16: Adver sements (2 hours) Content remains the same. • Module 17: Paragraphs (6 hours) Content remains the same (except where func ons have been incorporated). Applica on/display func ons: Inser ng bullets

• See pages 272–273

• Module 18: Business le ers (4 hours) Content rela ng to typewriters has been deleted.

Con nued 129

TVET FIRST

Informa on Processing N4

Changes from the previous curriculum:

Examples in TVET First Student’s Book:

• Module 19: Le ers of applica on (3 hours) Content remains the same. • Module 20: Curriculum vitae (3 hours) Content remains the same. • Module 21: Memorandums (3 hours) Content remains the same. • Module 22: Financial statements (7 hours) Content remains the same. • Module 23: Tabular statements (7 hours) Content to fit columns (no longer the block method or equal column method). Retain as default columns. • Module 24: Paragraphs in African languages (2 hours) Content remains the same, but students need to know how to insert diacri c marks in the examina on.

• See pages 344–345

• See pages 358–363

TVET First Informa on Processing N4 has been completely revised and updated! • • • • • • •

All Learning Content and Learning Outcomes are covered New full-colour layout and easy-to-read fonts, with screenshots to illustrate func ons Lots more new ac vi es to improve accuracy and speed Many more opportuni es to prac se implemen ng proofreading signs and instruc ons Many ac vi es done in Typing Technique are retrieved for ac vi es in Word Processing Summaries and Summa ve assessments for exam prac ce at the end of each module Defini on boxes and a full glossary

TVET First authors: P Immelman (author of previous edi on), Z Bromfield & E Varga

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TVET FIRST

Travel Services N4

This document includes important informa on about the revised curriculum for Travel Services N4. In the table below, the le -hand column explains what has changed from the old curriculum to the new, and the right-hand column provides details about the new curriculum. The right-hand column also tells TVET First users where to find the relevant content in TVET First Travel Services N4. Page numbers refer to the Student’s Book. Implementa on is scheduled for 2021. Major changes from the previous curriculum:

New content on, for example:

Module 5: Removed from curriculum

Module 1: • Codes and terminology have been expanded. See pages 3 and 6. • Providers and support services have been rearranged to enhance learning. • Tourism organisa ons have been rearranged and updated, with online references.

Module 4: The requirement to complete vouchers for rail, bus and tours has been removed from the curriculum, but not from Addendum 2: Compila on of the Student Por olio.

Module 2: • Facili es at large airports, such as prayer rooms and Wi-Fi connec ons, have been included. See pages 23–24. • Special care passenger list is now tabulated for easier learning, and includes a new code for passengers with developmental or intellectual disabili es (DPNA). See page 27 – Table 2.1. • Comparison between business and economy class has been tabulated for simple reference. See page 30 – Table 2.3. • Cruise cket and boarding procedure (page 41) and new boarding passes with ac vi es (page 42) have been added. • There is now a summary of airport control points (page 44 – Table 2.7). • New boarding passes and a cruise cket with cruise check-in informa on have been included (pages 41–42).

Con nued 131

TVET FIRST

Travel Services N4

Major changes from the previous curriculum:

New content on, for example: Module 3: • The travel documents list has been updated (see pages 55–56). • The numbers of customs forms have been updated (see pages 42 and 62–63). • Online visa applica ons are now included (page 58). • Novel coronavirus (COVID-19) case study added (page 65). • Diseases now tabulated (page 66 – Table 3.5) and Yellow Fever informa on updated. • New summary of travel documenta on. Module 4: • Domes c Fares Tables updated to align with the DHET na onal exams and 15% VAT. This is in the absence of a prescribed, standardised source for airfares. • All airfare learning content and ac vi es updated, and reflect 15% VAT. • City/country/airport codes table updated (pages 77–78). • Airline metables from websites are incorporated – see pages 80–81 in the Student’s Book and page 132 in the Lecturer’s Guide. • Formula ng/ calcula ng airfares has been updated and reforma ed (see page 86 onwards). • Two regional fares are shown (although this may be transferred to Travel Services N5, where it has always been examined). See pages 96–97. • Content updated on luxury train travel, and hotel bookings (see pages 103, 106, 113). • Hotel vouchers are explained in detail (block-byblock) – see page 116. • Accommoda on categories have been expanded and reforma ed.

Con nued 132

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Travel Services N4

Very important points:

TVET First Travel Services N4 has been thoroughly updated and refreshed:

1. The Student’s Book (SB): • The code for adult has been corrected to ADT (page 5). • The domes c fares tables have been updated to reflect 15% VAT (pages 133– 148). – They have also been designed in accordance with na onal exams, and the airlines names have the same codes as have been used up to now in the exams, so that students can make the transi on from classroom to exam more easily. • War risk/ fuel surcharge taxes and cket taxes are aligned with the na onal exam addendums but do not reflect actual current taxes as shown in online bookings (see pages 147–148). • Travel documenta on (such as passports) has been updated even though the curriculum has not been updated to reflect this. • In Module 4 under Travel Manuals, 2.2: The Na onal Accommoda on Associa on has been listed, but you have to be a member to access informa on.

Special features include: • A fresh new layout that makes reading a pleasure. • Starter ac vi es at the beginning of each module to introduce the topic, ac vate background knowledge and encourage discussion. • The ‘See it online’ feature directs students and lecturers to relevant websites and videos to enhance the learning material. Examples: Page 16 (Table 1.6) and page 23. • Case study on the impact of the novel coronavirus on interna onal travel (page 65). • ‘Exam Tips’, ‘Important’ and ‘In the workplace’ features provide hints for be er exam prepara on. Examples: Pages 9, 31 and 61. • Consolidated and tabulated content with pictures. See pages 25–27 and 29–30. • The Student’s Book oﬀers a range of quick recall ac vi es, and longer applica on of theory ac vi es, using open and closed-book techniques, and individual or group work. Answers and further guidance are provided in the Lecturer’s Guide. • Summa ve assessments at the end of each module reflect na onal exam ques ons, preparing the student very well for exams. • Prac ce exam papers and addi onal tests, together with memoranda, prepare the student for internal Assessment 3 and the external na onal exams. See the SB page 151 and the LG page 71. • Subject content is cross-referenced between Tourism Communica ons N4 (page 99) and Tourist Des na ons N4 (pages 83–84) to encourage an overarching perspec ve and possibili es for lecturers to interlink the subjects and assessments.

2. TVET First includes a Lecturer’s Guide (LG) which includes: • Hints throughout the LG on how to approach the learning material in the classroom, based on the author’s extensive experience of teaching, assessing, modera ng and marking. Example: Note on page 7. • Hints on how to use an incorrect answer oﬀered by a mid student, and direct their thinking to the correct answer, including cultural sensi vity, have been added. See pages 1, 25 (Ac vity 2.9) and 38 (Ac vity 3.6, ques on 4).

Con nued 133

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Travel Services N4

Very important points: • All calcula ons involving VAT have been updated to reflect 15% VAT. • Alterna ve correct answers to ques ons are included wherever applicable. Example: Page 26 intro to ques on 3. • Marking guides in the form of cks ( ) show where the marks should be allocated, where applicable. See for example page 54, Ac vity 4.7. • A customs flow chart which can be projected onto a screen is included on page 24.

TVET First Travel Services N4 has been thoroughly updated and refreshed: • We incorporate technology found in the workplace to expose the student to possibili es. Examples: SB pages 76, 85, 98 and 117. LG page 31, ques on 4 (email). • Prac cal ac vi es incorporate visual clues (see LG page 9) to align with diﬀerent cogni ve learning abili es. • There is a full glossary at the back of the book, as well as page-relevant defini ons and tables of specific industry terminology throughout the Student’s Book, to make sure language is not a barrier to student success.

TVET First author: Lyn Daly is a re red Northlink College lecturer, the author of several tourism textbooks, and she was a moderator and chief marker for na onal tourism exams. She was a mentor for new lecturers and has 20 years of experience in the travel industry. The author has consistently innovated to vary her classroom material. She ensures her books include contemporary travel publica ons and current world events. This approach keeps the subject relevant and s mulates students’ cri cal thinking facul es. Lyn is widely travelled, well-read and an avid map reader.

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TVET FIRST

Communica on N5

This document includes important informa on about the revised curriculum for Communica on N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use Communica on N5! Major changes from the previous curriculum: Much of the material has been reorganised and updated. New content includes: • Module 1: New content added to corporate culture and formal communica on channels. New Learning Outcome 1.7 Components of management terminology • Module 2 includes addi onal Learning Outcomes: – 2.4 Goal formula on – 2.5 Time management includes new content such as managing social media and the Pareto principle • Module 3 now includes cri cisms against adver sing, adver sing principles, and consumer processing. • Module 5: New Learning Outcome on stereotyping, prejudice and factors which may give rise to unsuccessful communica on • Module 6, 6.1: Concise wri ng in business is a new Learning Outcome. • Module 7: Concise communica on now includes new Learning Outcomes: – 7.5 Forms – 7.8 Emails • Module 9: Correspondence in the adver sing world has reorganised content from diﬀerent modules into one. It includes a new Learning Outcome: 9.1 Classified adver sements, and new content under other Learning Outcomes. • Module 10: New Learning Outcome 10.2.1: Dis nguish between special (extraordinary) and general (regular) no ce and agendas • Module 11: Reports, Learning Outcome 11.4 Wri ng accident reports is new • Module 13: New Learning Outcome 13.4 Interview: Conduct him- or herself well as an interviewee at an employment interview Some outdated content has been removed from the curriculum, for example: • Telegrams • Use of the overhead projector and transparencies in mee ngs Modern terminology has been introduced throughout the curriculum, as well as modern technology such as electronic mass media and social media.

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Curriculum changes in detail The new curriculum is presented in sequence in the second column. Italics show changes in wording. PREVIOUS CURRICULUM

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Module 1: Organisa onal communica on

Corporate culture

1.1

Define the concept corporate culture. Also Module 5, SO 6.1: Give a defini on for corporate culture.

1.1.1 Define the concept corporate culture.

Module 5, SO 6.2: Explain the influence of corporate culture on produc vity in the workplace.

1.1.2 Explain the influence of corporate culture on produc vity in the workplace.

1.2

Name and discuss the three types of leadership which will influence the corporate culture of an organisa on.

1.1.3 Specify and discuss the three types of leadership which will influence the corporate culture of an organisa on.

1.3

Recognise unique aspects of the corporate culture of an organisa on.

1.1.4 Recognise unique aspects of the corporate culture of an organisa on.

1.4

Recognise the influence of the diﬀerent types of leadership on management and communica on in an organisa on.

1.1.5 Recognise the influence of the diﬀerent types of leadership on management and communica on in an organisa on.

Corporate culture

NEW

1.1.6 Define change management.

NEW

1.1.7 Explain the purpose of management change in the organisa on.

NEW

1.1.8 Iden fy the internal and external reason for management change.

NEW

1.1.9 Decide on the methods of communica on to keep business stakeholders informed about the change process from a given case study.

External communica on

1.2

External communica on and the impact of informa on technology

2.1

Define the term.

1.2.1 Define external communica on.

2.2

Explain the diﬀerence between external and internal communica on.

1.2.2 Explain the diﬀerence between external and internal communica on.

2.3

Briefly discuss the aims of external communica on.

1.2.3 Briefly discuss the aims of external communica on.

2.4

Use the correct medium and register in given situa ons.

1.2.4 Determine the correct code/channel and register in given situa ons.

Internal communica on

1.3

Internal communica on and media

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3.1

Define internal communica on.

1.3.1 Define internal communica on.

3.2

Dis nguish between internal and external communica on in a given situa on.

1.3.2 Dis nguish between internal and external communica on in a given situa on.

3.3

Explain the func on of communica on in an organisa on.

1.3.3 Explain the func on of communica on in an organisa on.

3.4

Use the correct medium and register in a given situa on.

1.3.4 Use the correct code/channels and register in a given situa on.

Organisa onal hierarchy

1.4

4.1

Illustrate the organisa onal hierarchy by means of a simple diagram. (See the N4 curriculum.)

1.4.1 Draw an organogram that shows the structure of an organisa on.

4.2

Iden fy his/her posi on in the hierarchical structure.

1.4.2 Iden fy a posi on in the hierarchical business structure.

4.3

Iden fy lines of authority within a given hierarchical structure.

1.4.3 Iden fy lines of authority within a given hierarchical structure.

Formal communica on channels

1.5

5.1

Define, describe and iden fy formal communica on channels in an organisa on.

1.5.1 Define and describe formal communica on channels in an organisa on.

5.2

Choose and jus fy the use of the correct communica on channel in a given situa on.

1.5.2 Choose and jus fy the use of the correct communica on channel in a given situa on.

Organisa onal hierarchy

Formal communica on channels

NEW

1.5.3 Diﬀeren ate between formal and informal diagonal communica on in the business environment.

NEW

1.5.4 Diﬀeren ate between the value of formal versus informal communica on in the business environment.

Informal communica on channels

1.6

Informal communica on channels

8.1

Define informal communica on.

1.6.1 Define informal communica on.

8.2

Explain the increased importance of informal communica on.

1.6.2 Explain the importance of informal communica on.

8.3

Describe the diﬀerent channels.

8.4

Name the type of informa on which would be made available through informal communica on channels.

1.6.3 Name the type of informa on which would be made available through informal communica on channels.

8.5

Define, describe and iden fy the grapevine as an informal communica on channel.

1.6.4 Define, describe and iden fy the grapevine as an informal communica on channel.

–

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8.6

Recognise and evaluate the use of the grapevine in a given situa on.

1.6.5 Recognise and evaluate the use of the grapevine in a given situa on.

8.7

Choose the appropriate means of communica on in a given situa on and provide a reason for his/ her choice.

–

8.8

Choose the appropriate register when communica ng in a given situa on.

–

8.9

Discuss possible disadvantages of oral communica on.

1.6.6 Iden fy possible disadvantages of oral communica on. NEW

1.7

Components of management terminology

NEW

1.7.1 Define the terminology.

NEW

1.7.2 Explain the management terminology used by management in the organisa on.

Briefing

1.8

6.1

Describe the underlying communica on principles in briefing.

1.8.1 Describe the underlying communica on principles in briefing.

Interven on

1.9

7.1

Explain the concept interven on.

1.9.1 Explain the concept interven on.

7.2

Iden fy the diﬀerent types of communica on which might come into play during interven on.

1.9.2 Iden fy the diﬀerent types of communica on which might come into play during interven on.

NEW

7.3

Decide on the best form (media) of communica on to be used for a given method of interven on. NEW

Work ethics

Interven on and nego a on

1.9.3 Iden fy the diﬀerent types of interven on and the circumstances in which it will solve a problem/s. 1.9.4 Decide on the best form of communica on to be used for a given method of interven on. 1.9.5 Define nego a on. 1.10

NEW

Briefing

Work ethics and corporate social responsibility Also includes: Trust, Integrity, Responsibility, Modesty, Respect, Dependability, Eﬃciency, Quality, Teamwork, Dedica on

9.1

Define the concept work ethics.

1.10.1 Define the concept work ethics and understand its principles/elements.

9.2

Explain the need for the applica on of work ethics in communica on.

1.10.2 Explain the need for the applica on of work ethics in communica on.

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1.10.3 Discuss the rela onship between ethics and social responsibility.

Module 2: Formula on of aims and objec ves

Module 2: Formula on of aims, goals and objec ves in planning

Aims and objec ves

2.1

1.1

Define aims and objec ves.

2.1.1 Define aims, objec ves and goals.

1.2

Explain and illustrate the diﬀerence between aims and objec ves.

2.1.2 Explain and illustrate the diﬀerence between aims, objec ves and goals.

Determining aims and objec ves

2.1

Determine the purpose of the proposed ac on/ objec ve/aim.

2.1.3 Determine the purpose of the proposed ac on/ objec ve/aim.

2.2

Describe the process in formula ng aims and objec ves.

2.1.4 Describe the process in formula ng aims and objec ves.

2.3

Apply the above theory to possible situa ons in prac ce.

2.1.5 Apply the above theory to possible situa ons in prac ce.

EvaluaƟng aims and objec ves

2.2

3.1

Decide whether a given formula on is an aim or an objec ve.

2.2.1 Decide whether a given formula on is an aim or an objec ve.

3.2

Determine the relevancy of the aim/objec ve.

2.2.2 Determine the relevancy of the aim/objec ve.

3.3

Assess whether the aim/objec ve is realis c.

2.2.3 Assess whether the aim/objec ve is realis c.

3.4

Decide whether it is quan fiably and/or qualifiably measurable.

2.2.4 Decide whether it is a quan fiable and/or a quality measure.

3.5

Determine whether realis c/valuable feedback would be/is possible.

2.2.5 Determine whether realis c/valuable feedback would be/is possible.

–

– 3.6

Aims, objec ves and goals

2.3

Use the given guidelines to evaluate his or her own objec ves, as well as objec ves from a case study.

Determining aims and objec ves

Evalua ng aims and objec ves, and guidelines

2.3.1 Use the given guidelines to evaluate his or her own objec ves, as well as objec ves from a case study.

NEW

2.3.2 Set a personal aim and a personal objec ve, and plan the me for the necessary ac ons in a classroom ac vity.

NEW

2.4

NEW

2.4.1 Diﬀeren ate between diﬀerent me-frames in the planning process from a given case study.

Goal formula on

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2.4.2 Explain the aim of goal formula on in the business environment.

NEW

2.4.3 Give examples of goal formula on.

Time management

2.5

Time management

NEW

2.5.1 Define me management.

NEW

2.5.2 Explain the correla on between produc vity and me management in the organisa on.

4.1

Explain why it is necessary to u lise me eﬀec vely.

2.5.3 Explain why it is necessary to u lise me eﬀec vely.

4.2

Record me spent on a par cular day.

2.5.4 Determine the record me spent on a par cular day.

4.3

Determine if ac ons (own or given case study) were really necessary; completed within a reasonable me; conducted at a suitable me; or could be delegated.

2.5.5 Determine if ac ons (own or given case study) were really necessary; completed within a reasonable me; conducted at a suitable me; or could be delegated.

4.4

Set an objec ve (real or imaginary) and plan me to perform the necessary ac ons.

2.5.6 Set an objec ve (real or imaginary) and plan me to perform the necessary ac ons.

4.5

Use me control techniques.

2.5.7 List the me control techniques.

4.6

Evaluate the proposed me plan (own or case study) to reach an objec ve.

2.5.8 Evaluate the proposed me plan (own or case study) to reach an objec ve.

4.7

Decide whether the me scheduling (diary, week planner, etc.) is realis c.

2.5.9 Decide whether the me scheduling (diary, week planner, etc.) is realis c.

4.8

Use guidelines for be er me u lisa on to evaluate me management (his or her own case study).

2.5.10 Use guidelines for be er me u lisa on to evaluate me management (his or her own case study).

4.9

Iden fy me wasters.

2.5.11 Iden fy me wasters. NEW

2.5.12 Understand how to handle social media, email and phone calls within a me-conscious focused work environment.

NEW

2.5.13 Define and understand the Pareto principle.

Module 3: Media communica on and adver sing

Module 3: Mass media communica on and adver sing

The main mass media

3.1

1.1

List/recognise the diﬀerent main media.

3.1.1 Recognise the main mass media categories.

The main mass media

3.1.2 List examples for each category.

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1.2

Discuss the advantages and disadvantages of each in general.

3.1.3 List the advantages and disadvantages of each example.

Communica on process employed by the mass media

3.2

2.1

Define mass media as an extension of the interpersonal communica on process.

3.2.1 Define mass media as an extension of the interpersonal communica on process.

2.2

Sketch an elementary diagram of the process.

3.2.2 Sketch an elementary diagram of the process.

2.3

Iden fy the elements in the process.

3.2.3 Iden fy the elements in the process.

(See 2.2.)

3.2.4 Sketch the diagram of the process.

2.4

Explain the diﬀerences between the interpersonal communica on process and the mass communica on process.

3.2.5 Explain the diﬀerences between the interpersonal communica on process and the mass communica on process.

Func ons of the mass media

3.3

3.1

List the func ons of the mass media.

3.3.1 List the func ons of the mass media.

3.2

Explain the role played by the media in the community.

3.3.2 Explain the func ons of the mass media in society.

The language employed by the mass media

3.4

4.1

Iden fy the target group and decide on the style of communica on to be used.

3.4.1 Iden fy the target group and decide on the style of communica on to be used.

4.2

Diﬀeren ate between factual wri ng and the expression of feelings/opinions/prejudice.

3.4.2 Diﬀeren ate between factual wri ng and the expression of feelings/opinions/prejudice.

4.3

Choose the appropriate register, style and tone for a given purpose.

3.4.3 Choose the appropriate register, style and tone for a given purpose.

4.4

Recognise how register, style and tone aﬀect the reader.

3.4.4 Recognise how register, style and tone aﬀect the reader.

4.5

Analyse the register, tone and style employed in examples.

3.4.5 Analyse the register, tone and style employed in examples.

4.6

Jus fy or cri cise language usage employed in examples.

3.4.6 Jus fy or cri cise language usage employed in examples.

Manipula ve repor ng

3.5

5.1

Explain what manipula ve repor ng is.

3.5.1 Explain what manipula ve repor ng is.

5.2

Recognise instances of manipula ve repor ng.

3.5.2 Recognise instances of manipula ve repor ng.

5.3

Rewrite such examples in a more acceptable form.

3.5.3 Rewrite such examples in a more acceptable form.

5.4

Explain and illustrate the techniques used in manipula ve repor ng.

3.5.4 Explain and illustrate the techniques used in manipula ve repor ng.

Process and defini on of mass media

Func ons of the mass media

Language of the mass media

Manipula ve repor ng

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5.5

(Photos support report content.)

3.5.5 Iden fy when photographs support or do not support the content of media reports.

Propaganda

3.6

6.1

Define propaganda.

3.6.1 Define propaganda.

Propaganda

(Ethos, logos, pathos.)

3.6.2 Explain the modes of persuasion (Aristotle).

6.2

List the elements of propaganda.

3.6.3 List the elements of propaganda.

6.3

Explain these elements.

3.6.4 Explain these elements.

6.4

Formulate his or her own opinion based on all the true facts – recognise when these have not been given.

3.6.5 Formulate his or her own opinion based on all the true facts – recognise when these have not been given.

6.5

Discuss the techniques used in propaganda.

3.6.6 Discuss the techniques used in propaganda. NEW

Also includes card-stacking, gli ering, scapegoa ng and bandwagon.

6.6

List the techniques employed in a given passage.

3.6.7 List the techniques employed in a given passage.

6.7

Recognise wri ng which is ethically unacceptable and intended to ‘brainwash’.

3.6.8 Recognise wri ng which is ethically unacceptable and intended to ‘brainwash’.

6.8

Explain why it is unacceptable.

3.6.9 Explain why it is unacceptable to brainwash.

Adver sing in the mass media

3.7

7.2

Name and discuss three purposes of adver sing.

3.7.1 Name and discuss three purposes of adver sing.

7.1

Define the concept adver sing

3.7.2 Define adver sing.

7.3

Explain the need for adver sing.

7.4

Iden fy the purpose of an adver sement.

Adver sing in the mass media

– (See 3.7.1.) NEW

3.7.3 Explain the various cri cisms pronounced against adver sing.

NEW

3.7.4 Evaluate an adver sement based on given informa on.

NEW

3.8

NEW

FOR ENRICHMENT ONLY

Adver sing principles and aspects of consumer behaviour

3.8.1 Explain the concepts culture and subculture. NEW

3.8.2 Discuss the possible influence of cultures and subcultures on adver sing.

NEW

3.8.3 Explain the concept of social class/marke ng bands in adver sing.

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3.8.4 Explain the concept of social mobility.

NEW

3.8.5 Discuss the role that conformity or nonconformity by the consumer plays in adver sing.

NEW

3.8.6 Explain/discuss the diﬀerent steps in consumer processing.

NEW

3.8.7 Explain the influence of consumer processing on adver sing.

Requirements for eﬀec ve adver sing

3.9

Requirements for eﬀec ve adver sing

8.1

Name and explain the requirements for eﬀec ve adver sing.

3.9.1 Name and explain the requirements for eﬀec ve adver sing.

Important aspects in the design of an adver sement

9.1

Evaluate a given adver sement using the AIDA formula and any addi onal informa on.

3.9.2 Evaluate a given adver sement using the AIDA formula and any addi onal informa on.

9.2

Recognise a good idea which has been well presented and explain why it is successful.

3.9.3 Recognise a good idea which has been well presented and explain why it is successful.

9.3

Construct an eﬀec ve adver sement using the AIDA formula.

–

NEW

3.9.4 Iden fy the use of the AIDA formula.

NEW

3.9.5 Name aspects of product (knowledge) which could persuade the target audience (life cycle/ durability; func on/uses; brand iden ty; compe on/comparison).

NEW

3.9.6 Apply knowledge of a product to an adver sement.

9.4

Iden fy the target market for a specific product/ service using demographic/psychographic informa on.

3.9.7 Iden fy the target market for a specific product/ service using demographic/psychographic informa on.

9.5

Iden fy specific target groups intended in given texts.

3.9.8 Iden fy specific target groups intended in given texts.

NEW 9.6

Analyse the feedback (given in a case study) to determine the success or failure of an adver sement.

9.7

Discuss the various factors which have to be kept in mind when designing an adver sement for a par cular target group.

3.9.9 Deduce characteris cs of these groups. –

3.9.10 Discuss the various factors which have to be kept in mind when designing an adver sement for a par cular target group.

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3.9.11 Understand the diﬀerent objec ves/needs of the consumer. 3.9.12 Analyse the psychological eﬀect of a given adver sement designed for a specific target group.

9.8

Analyse the psychological needs around which a given adver sement is built.

9.9

Choose the psychological approach that will make the message eﬀec ve for a par cular target group.

–

9.10

Evaluate the suitability of a given adver sement designed for a specific target group.

–

9.11

Choose the most eﬀec ve images/words to obtain a required eﬀect.

3.9.13 Choose the most eﬀec ve images/words to obtain a required eﬀect.

9.12

Evaluate the appropriateness of the language employed in a given adver sement.

3.9.14 Evaluate the appropriateness of the language employed in a given adver sement.

9.13

Determine which medium will reach the largest segment of the target audience.

3.9.15 Determine which medium will reach the largest segment of the target audience.

9.14

Evaluate the success of the adver sement.

3.9.16 Evaluate the success of the adver sement from a case study by referring to the styles.

9.15

Decide on the communica on medium to be used for adver sing.

–

9.16

Evaluate the language and style of the communica on medium to be used.

–

9.17

Design an adver sement in keeping with the language and stye of the medium decided on.

–

9.18

Determine if the proposed adver sement will be aﬀordable.

3.9.17 Determine if the proposed tool will be aﬀordable.

Module 4: Presenta on communica on

4.1

Introduc on NEW –

Introduc on

4.1.1 Define/describe/graphically illustrate the concept presenta on communica on. 4.2

Purpose of speech-making and factors to consider

1.1

Explain the importance of presenta on communica on.

4.2.1 Explain the importance of presenta on communica on.

1.2

Describe the role of presenta on communica on in the whole communica on process.

4.2.2 Describe the role of presenta on communica on in the whole communica on process.

Purpose of speech-making

2.1

Decide on the reason for making a speech.

– 4.2.3 Decide on the reason for making a speech.

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2.2

Present one or two lines of a speech orally to illustrate a possible approach to the diﬀerent purposes.

4.2.4 Present one or two lines of a speech orally to illustrate a possible approach to the diﬀerent purposes.

2.3

Analyse the diﬀerent factors which would have an eﬀect on his/her prepara on.

4.2.5 Analyse the diﬀerent factors which would have an eﬀect on speech prepara on.

2.4

Explain the importance of taking these factors into considera on.

4.2.6 Explain the importance of taking these factors into considera on.

Preparing a speech

4.3

3.1

Dra a proper structure for his/her proposed speech.

4.3.1 Dra a structure for a proposed speech.

3.2

Decide on a proper introduc on and be able to jus fy his/her choice.

4.3.2 Decide on a proper introduc on and be able to jus fy the choice.

3.3

Evaluate, select and choose informa on to be used in the body of his/her speech.

4.3.3 Evaluate, select and choose informa on to be used in the body of the speech.

3.4

Express his/her point of view.

4.3.4 Express a point of view.

3.5

Come to a logical conclusion.

4.3.5 End with a logical conclusion.

3.6

Iden fy errors or a en on-ge ers in the introductory or final paragraphs of given examples.

3.7

Suggest an alterna ve for a weak introduc on/ ending.

4.3.6 Suggest an alterna ve for a weak introduc on/ ending.

Coping with nervous tension

4.4

4.1

Provide guidelines on how to cope with/ overcome nervous tension.

4.4.1 Provide guidelines on how to cope with/ overcome nervous tension.

4.2

Apply these guidelines when preparing and making a speech.

4.4.2 Apply these guidelines when preparing and making a speech.

4.3

Do breathing exercises to release tension.

4.4.3 Do breathing exercises to release tension.

4.4

Do relaxa on exercises.

4.4.4 Do relaxa on exercises.

Non-verbal aspects determining the success of a speech

4.5

5.1

Demonstrate a knowledge of the non-verbal aspects influencing a speech.

4.5.1 Demonstrate and discuss knowledge of the nonverbal aspects influencing a speech.

5.2

Discuss the importance of the non-verbal aspects on successful communica on.

4.5.2 Discuss the importance of the non-verbal aspects on successful communica on.

5.3

Evaluate the non-verbal aspects of a presenta on.

4.5.3 Evaluate the non-verbal aspects of a presenta on.

Preparing a speech

–

Coping with nervous tension

Non-verbal aspects determining the success of a speech

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5.4

Cul vate a pleasing, a rac ve, well-controlled and unhurried speaking voice.

4.5.4 Cul vate a pleasing, a rac ve, well-controlled and unhurried speaking voice.

5.5

Enunciate his or her words clearly and correctly.

4.5.5 Enunciate his or her words clearly and correctly.

5.6

Vary his or her rate of speaking in accordance with the content of the presenta on.

4.5.6 Vary his or her rate of speaking in accordance with the content of the presenta on.

Applicable language usage

4.6

6.1

Use good language (proper grammar) in presen ng his/her ideas.

4.6.1 Use good language (proper grammar) in presen ng ideas.

6.2

Use words/terminology applicable to the topic being discussed.

4.6.2 Use words/terminology applicable to the topic being discussed.

6.3

Pronounce his/her words correctly and dis nctly.

4.6.3 Pronounce words correctly and dis nctly.

6.4

Iden fy incorrect/unnecessary word(s)/phrases and change the speech accordingly.

4.6.4 Iden fy incorrect/unnecessary word(s)/phrases and change the speech accordingly.

6.5

Express his/her ideas clearly and coherently.

4.6.5 Express ideas clearly and coherently.

6.6

Adjust his/her informa on to the audience so that they can understand it.

4.6.6 Adjust informa on to the audience so that they can understand it.

6.7

Observe his/her audience and their reac ons and adjust his/her speech accordingly.

4.6.7 Observe the audience and their reac ons and adjust his or her speech accordingly.

Visual aids/aids

4.7

7.1

Evaluate the necessity for using a visual aid.

7.2

Apply the guidelines for eﬀec ve design in the prepara on of visual aid material.

Applicable language usage

Visual and audio aids –

NEW

4.7.1 Apply the guidelines for eﬀec ve design in the prepara on of visual aid material. Also includes mul media projectors, smartboards, electronic aids and intercommunica on systems. ‘Design of programme’ and ‘Overhead projector’ are no longer in the curriculum.

NEW

4.7.2 Prepare a visual aid for a presenta on. FOR ENRICHMENT PURPOSES: Students should design a PowerPoint presenta on and deliver it to the class.

NEW

4.7.3 List the diﬀerent visual aids used for eﬀec ve presenta on communica on styles.

NEW

4.7.4 Apply the guidelines for eﬀec ve design in the prepara on of visual aid material in the classroom during prac cal assignments.

Con nued 146

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7.3

Provide hints for the eﬀec ve use of the relevant visual aids.

4.7.5 Provide hints for the eﬀec ve use of the relevant visual aids.

7.4

Demonstrate the correct use of the visual aids.

7.5

Explain the diﬀerent factors that have to be kept in mind in the making of transparencies.

7.6

Make a transparency for a given situa on/ presenta on.

7.7

Use the microphone correctly.

Transparencies are no longer in the curriculum.

4.7.6 Use the microphone correctly. NEW

–

Occasional speeches

4.7.7 Provide ps for the correct use of public address systems. 4.8

NEW 8.1

Occasional speeches Also includes a speech to introduce a new product or service.

Provide hints on the delivering of a specific occasional speech.

ONLY FOR PRACTICAL CLASS ASSIGNMENT

8.2

Deliver a speech suitable to the occasion.

4.8.2 Deliver a speech suitable to the occasion in the classroom as a prac cal assignment.

8.3

Cri cally evaluate a given speech and provide reasons for comment.

4.8.3 Cri cally evaluate the delivered speech and provide reasons for the given comments.

4.8.1 Provide hints on the delivery of a specific occasional speech in the classroom.

(The above outcomes are to be evaluated during a classroom prac cal assignment.) 9.

Ac ons to promote goodwill

4.9 NEW

Ac ons to promote goodwill Also includes social media and websites.

9.1

Apply the unwri en rules of conduct when dealing with colleagues, guests and clients.

4.9.1 Apply the unwri en rules of conduct when dealing with colleagues, guests and clients.

9.2

Iden fy incorrect behaviour during a prac cal session and demonstrate correct behaviour/ conduct.

4.9.2 Iden fy incorrect behaviour during a prac cal session and demonstrate correct behaviour/ conduct.

9.3

Analyse the behaviour of representa ves at a mee ng (case studies and videos).

4.9.3 Analyse the behaviour of representa ves at a mee ng (case studies and videos).

Module 5: Mul cultural communica on in the business world

Introduc on

5.1

1.1

Define the concept culture.

5.1.1 Define the concept culture.

Defini on and elements of culture, and subcultures

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1.2

Discuss the various elements of culture.

5.1.2 Discuss the various elements of culture.

1.3

Iden fy the diﬀerent subcultures in college.

5.1.3 Iden fy the diﬀerent subcultures in the working environment.

1.4

Iden fy the subculture of a par cular group (case study).

5.1.4 Iden fy the subculture of a par cular group from a given case study.

NEW

5.1.5 Explain how these subcultures in the workplace operate.

NEW

5.2

NEW

5.2.1 Define stereotyping.

NEW

5.2.2 Define prejudice.

NEW

5.2.3 Explain the influence of stereotyping and prejudice in the workplace.

NEW

5.2.4 Understand the use and abuse of these factors in the workplace.

NEW

5.2.5 Explain how to handle bullying in the workplace.

Stereotyping, prejudice and factors which may give rise to unsuccessful communica on

Cultural diﬀerences which may influence communicaƟon

5.3

2.1

Discuss the possible diﬀerences in his/her group in class.

5.3.1 Discuss the possible diﬀerences in the class group.

2.2

Describe the manner in which each par cular diﬀerence can harm the communica on process.

5.3.2 Describe the manner in which each par cular diﬀerence can harm the communica on process.

2.3

Provide examples to illustrate the influence of subcultures on communica on.

–

2.4

Iden fy diﬀerences which led to unsuccessful communica on (case study).

–

2.5

Explain the influence of cultural diﬀerences on conduct.

–

2.6

Iden fy cultural diﬀerences in a par cular situa on.

Cultural diﬀerences and diversity

NEW

5.3.3 Iden fy cultural diﬀerences between African and Western cultures which led to unsuccessful communica on.

NEW

5.3.4 Explain the influence on communica on of the diﬀerent cultures – African and Western. 5.3.5 Iden fy cultural diﬀerences in a par cular situa on.

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2.7

Evaluate the conduct of a person and suggest a possible reason for his or her conduct.

5.3.6 Evaluate the conduct of a person within a cultural context and suggest a possible reason for his or her conduct.

2.8

Recognise posi ve and nega ve influences on communica on.

5.3.7 Recognise posi ve and nega ve influences on communica on.

2.9

Suggest possible ways of preven ng misunderstanding because of culture diﬀerences.

5.3.8 Explain possible ways of preven ng misunderstanding because of culture diﬀerences.

NEW

5.3.9 Diﬀeren ate between diversity and culture.

NEW

5.3.10 Define diversity.

NEW

5.3.11 Explain what ‘diversity’ is.

Possible language barriers

5.4

Cultural and possible language barriers

NEW

5.4.1 Recognise possible cultural barriers in a given situa on.

NEW

5.4.2 Avoid possible oﬀence before, during and a er a cultural situa on, by applying the knowledge of the correct conduct acceptable in a given mul cultural situa on.

3.1

Explain why these barriers could lead to unsuccessful communica on.

5.4.3 Explain why these barriers could lead to unsuccessful communica on.

3.2

Sketch a situa on (orally or in wri ng) which includes at least three factors which might lead to unsuccessful communica on.

5.4.4 Sketch a situa on (orally or in wri ng) which includes at least three factors which might lead to unsuccessful communica on.

3.3

Recognise barriers in a given communica on situa on and suggest ways of preven ng misunderstanding.

5.4.5 Recognise barriers in a given communica on situa on and suggest ways of preven ng misunderstanding.

3.4

Evaluate a given cultural situa on for successful communica on and provide reasons for his/her conclusion.

5.4.6 Evaluate a given cultural situa on for successful communica on and choose the correct register and tone to be used.

3.5

Provide proof in prac ce of having recognised possible barriers in a par cular communica on situa on and having done something to prevent it/them from harming the communica on process (simula ons, roleplay).

5.4.7 Provide proof in prac ce of having recognised possible barriers in a par cular communica on situa on and having done something to prevent it/them from harming the communica on process (simula ons, roleplay).

NEW

5.4.8 Evaluate the diﬀerences in non-verbal communica on conduct of people of diﬀerent cultures.

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5.4.9 Iden fy and explain the correct gestures/words to be used in a mul cultural situa on in order to create an atmosphere of harmony.

Clues to unsuccessful communica on

5.5

Clues to unsuccessful communica on

4.1

Recognise signs of unsuccessful communica on and act accordingly (real-life, simula on).

5.5.1 Recognise signs of unsuccessful communica on and act accordingly from real-life or simula on scenarios.

(See Module 5, SO 6.4, 6.5 and 6.7.)

5.5.2 Iden fy personal characteris cs which may be harmful to mul cultural communica on by juxtaposing good and bad characteris cs.

Developing mul cultural communica on skills

5.6

5.1

Suggest ways to ensure successful communica on (case studies).

5.6.1 Suggest ways to ensure successful communica on from case studies.

5.2

Edit wri en material and provide reasons for changes made.

5.6.2 Edit wri en material and provide reasons for changes made.

5.3

Evaluate a situa on and choose the right register and tone for discourse.

5.6.3 Evaluate a situa on and choose the right register and tone for discourse.

5.4

Use terminology relevant to the situa on.

5.6.4 Use terminology relevant to the situa on.

5.5

Iden fy posi ve and nega ve non-verbal ac ons.

5.6.5 Iden fy posi ve and nega ve non-verbal ac ons.

5.6

Use certain gestures/words specifically to create an atmosphere of harmony and explain ac ons taken.

5.6.6 Use certain gestures/words specifically to create an atmosphere of harmony and explain ac ons taken.

5.7

Provide oral informa on followed by wri en confirma on.

5.6.7 Provide oral informa on followed by wri en confirma on.

5.8

Explain the influence of voice, vocabulary and ar cula on on the communica on process and provide examples from real-life situa ons.

5.6.8 Explain the influence of voice, vocabulary and ar cula on on the communica on process and provide examples from real-life situa ons.

5.9

Explain the influence of non-verbal ac ons on mul cultural communica on and provide examples from real-life situa ons/iden fy such ac ons on video or TV.

5.6.9 Explain the influence of non-verbal ac ons on mul cultural communica on and provide examples.

Corporate culture

(Module 1)

6.1

Give a defini on of corporate culture.

(See Module 1, LO 1.1.1.)

6.2

Explain the influence of corporate culture on produc vity in the workplace.

(See Module 1, LO 1.1.2.)

6.3

Name and discuss the factors which will provide mul cultural communica on in the workplace.

Developing mul cultural communica on skills

–

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6.4

Note the diﬀerent personali es in the workplace (case study)/college.

6.5

Iden fy own shortcomings and try to overcome them.

6.6

Iden fy personal characteris cs which may harm mul cultural communica on and suggest ways to overcome them.

6.7

Iden fy personal characteris cs which may promote mul cultural communica on, and cul vate them.

Module 6: Language usage

– (See Module 5, LO 5.5.2.)

Module 6: Language usage when reducing documentaƟon NEW

6.1

Concise wri ng in business

6.1.1 Rewrite a passage/sentence in simple, to-thepoint English without changing the message. 6.1.2 Avoid using slang and archaic expressions. 6.1.3 Omit exple ves and write sentences in the normal sequence (subject, verb, complement). 6.1.4 Ensure that the subject and verb agree in number. 6.1.5 Correct sentences where the connec on between the pronoun and the antecedent is unclear. 6.1.6 Correct a sentence in which the modifier is misused. 6.1.7 Make sure that parallelism is accomplished by using the same kind of gramma cal structure for expressing related ideas. 6.1.8 Revise/correct a sentence/passage by omi ng all forms of redundancy. 6.1.9 Reduce sentences/passages without changing the meaning. 3.

Subjec ve and objec ve language usage

3.1

Dis nguish between objec ve and subjec ve language and recognise the specific words/ phrases used to convey a specific meaning/ atmosphere.

6.2

Subjec ve and objec ve language usage –

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3.2

Decide on the correct language and the most eﬀec ve way to convey a given message.

6.2.1 Decide on the correct language and the most eﬀec ve way to convey a given message.

3.3

Change the language in a passage from subjec ve to objec ve language.

6.2.2 Change the language in a passage from subjec ve to objec ve language.

3.4

Choose words to suit the target audience.

6.2.3 Choose words to suit the target audience.

– 3.5

6.3

Direct and indirect speech; and ac ve and passive voice

Use direct and indirect speech and the ac ve and passive voice in natural communica on situa ons.

6.3.1 Direct and indirect speech.

Core notes

6.4

1.1

Extract the main ideas from a given passage.

–

1.2

Read for specific facts/informa on and write these down.

–

1.3

Take down core notes during mee ngs, on instruc on or at conferences/seminars, etc.

6.4.1 Take down core notes during mee ngs, on instruc on or at conferences/seminars, etc.

1.4

Extend these core notes into meaningful correspondence/communica on.

6.4.2 Extend these core notes into meaningful correspondence/communica on.

1.5

Use core notes (own or given) to write a concise and coherent piece of wri en communica on.

Précis wri ng

6.5

2.1

Read a variety of texts with comprehension.

6.5.1 Read a passage with comprehension.

2.2

Iden fy the writer’s inten on.

6.5.2 Iden fy the writer’s inten on.

2.3

Iden fy core ideas.

2.4

Iden fy addi onal informa on.

6.5.3 Iden fy the main ideas and the suppor ve arguments/informa on.

2.5

Diﬀeren ate between facts and opinion.

6.5.4 Diﬀeren ate between facts and opinion.

2.6

Summarise the facts logically and concisely in clear and gramma cally correct language and in the required number of words.

6.5.5 Summarise the facts logically (orally and in wri ng).

NEW 2.7

Orally summarise the content of a wri en or oral piece of communica on.

6.3.2 Ac ve and passive voice in natural communica on situa ons. Extension and reduc on of core notes

– Précis/summary wri ng

6.5.6 Write a précis in the required number of words (paragraph form). 6.5.7 Write a summary in the required number of words (point form). –

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(See Module 7, SO 9.)

6.6

Simple graphic material

6.6.1 Read and interpret simple graphic material. (N4 revision) 6.6.2 Design and illustrate simple graphic material. (See Module 7: Concise communica on.) Module 7: Concise communica on

Module 7: Concise communica on

Telephone message

7.1

1.1

Take a telephone message down correctly in clear, unambiguous language and deliver the message to the person concerned.

7.1.1 Take a telephone message down correctly in clear, unambiguous language and deliver the message to the person concerned.

Fax

7.2

2.1

Complete the cover page for sending a fax and compile a short message which includes all the informa on the receiver would need.

7.2.1 Complete the cover page for sending a fax and compile a short message which includes all the informa on the receiver would need.

Telegrams are no longer in the curriculum.

Memorandum (short)

7.3

4.1

Write a short internal memorandum in which the informa on is presented logically and in clear and unambiguous language.

7.3.1 Write a short internal memorandum in which the informa on is presented logically and in clear and unambiguous language.

Formal invita ons

7.4

5.1

Formulate an invita on (or reply) according to accepted standards of e que e that would comply with the degree of formality required.

7.4.1 Formulate an invita on (or reply) according to accepted standards of e que e that would comply with the degree of formality required.

NEW

7.5

Telephone messages

Fax – comple on of cover pages

Memoranda (short)

Formal (third person) invita ons and replies

Forms

7.5.1 Establish the aim of the form. 7.5.2 Read the instruc ons and/or ques ons with understanding. 7.5.3 Complete the form correctly and supply the necessary informa on. 7.5.4 Determine the responsibility (if any) of the sender and/or receiver. 6.

No ces on bulle n boards

7.6

No ces on paper and electronic bulle n boards (internal communicaƟon)

6.1

Draw up a no ce for the company bulle n board ensuring that the visual and wri en message is unambiguous and clearly understandable.

7.6.1 Draw up a no ce for the company bulle n board ensuring that the visual and wri en message is unambiguous and clearly understandable.

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7.6.2 Dis nguish clearly between a no ce on a no ceboard and an adver sement in an external paper or webpage. (Refer to Module 9: Correspondence in the adver sing world)

Simple display adver sement

(See Module 9.)

7.1

Design a simple display adver sement that would promote the image of the company and clearly supply the required informa on.

7.2

Design a simple display adver sement using the AIDA principles.

(See Module 9, LO 9.2.1.)

Compile a simple ques onnaire

7.7

–

Simple ques onnaires

7.7.1 Draw up a simple ques onnaire.

8.1

Establish the aim of the ques onnaire.

7.7.2 Establish the aim of the ques onnaire.

8.2

Determine the target audience.

7.7.3 Iden fy the target audience.

8.3

Provide examples of the diﬀerent types of ques on.

7.7.4 Understand diﬀerent types of ques ons to be used.

8.4

Formulate unambiguous instruc ons and/or ques ons arranged in a logical order.

7.7.5 Formulate unambiguous instruc ons and/or ques ons arranged logically.

8.5

Formulate ques ons which cover all aspects of the opera on and are in proper order of importance.

8.6

Provide ample space for the required response.

7.7.6 Provide space for each response.

8.7

Use informa on gleaned from completed ques onnaires to provide wri en feedback.

7.7.7 Interpret informa on of the ques onnaire by giving wri en feedback.

8.8

Express an opinion on the success of the exercise based on an evalua on of the feedback received.

7.7.8 Express an opinion on the success of the exercise based on an evalua on of the feedback received.

–

NEW

7.8

Emails

7.8.1 Compile a short email adhering to professional standards of e que e, form and clarity of style. 9.

Use of simple graphic material

7.9

Simple graphic material Also includes maps, illustra ons and signs

9.1

Recognise and define basic characteris cs of each.

7.9.1 Recognise and define basic characteris cs of the types of graphic material.

9.2

Read given graphic material and formulate an opinion.

7.9.2 Read given graphic material and formulate an opinion.

Con nued 154

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9.3

Use graphic material to illustrate wri en or oral informa on.

7.9.3 Use graphic material to illustrate wri en or oral informa on.

9.4

Provide addi onal informa on concisely.

7.9.4 Provide addi onal informa on concisely.

9.5

Use graphic material to communicate with other language groups.

7.9.5 Use graphic material to communicate with other language groups.

Module 8: Le ers

Module 8: Business le ers NEW

8.1

Revise N4

8.1.1 Revision of le ers in Module 9 of the N4 course. 1.

Invita ons to a guest speaker

8.2

1.1

Invite a speaker providing all the required informa on.

8.2.1 Invite a speaker providing the required informa on needed for a specific event or func on. NEW

Invita ons to a guest speaker, and replies

8.2.2 Reply to an invita on posi vely or nega vely (accept or decline an invita on).

Le er to the press

8.3

3.1

Evaluate le ers to the press.

8.3.1 Evaluate or write le ers to the press. NEW

Le ers to the press

Also includes wri ng under a pseudonym.

Sales le er

8.4

Sales le ers

4.1

Iden fy target audience.

8.4.1 Iden fy the target audience.

4.2

Decide on facts to be included.

8.4.2 Decide on facts to be included.

4.3

Decide on layout to achieve desired eﬀect.

8.4.3 Decide on the layout to achieve the desired eﬀect.

4.4

Apply techniques of persuasion to obtain desired result.

8.4.4 Apply techniques of persuasion to obtain the desired results.

4.5

Compile a sales le er applying the AIDA principle.

8.4.5 Compile a sales le er applying the AIDA principle.

Circular

8.5

5.1

Iden fy target audience.

8.5.1 Iden fy the target audience.

5.2

Decide on facts to be included.

8.5.2 Decide on the informa on to be conveyed.

5.3

Use the correct format.

8.5.3 Use the correct circular format.

5.4

Present the relevant informa on in clear, concise and gramma cally correct sentences.

8.5.4 Present relevant informa on in clear, concise and gramma cally correct sentences.

Reply to an unsuccessful applica on

8.6

2.1

Inform the unsuccessful applicant of the result of his or her applica on in a tac ul manner.

8.6.1 Inform the unsuccessful applicant of the result (posi ve or nega ve) of his or her applica on in a tac ul way.

Circulars

Employment le ers

Con nued 155

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Module 9: Correspondence in the adver sing world NEW

9.1

Classified adver sements

9.1.1 Decide on the informa on to be included, e.g. the contact telephone number or address. 9.1.2 Reduce informa on so that the end product is brief but clear. 9.1.3 Make use of appropriate headings. 9.1.4 Prepare the adver sement in the local newspaper. (See Module 7, SO 7.)

9.2

7.1

9.2.1 Compile a simple display adver sement using the AIDA principle.

Compile a simple display adver sement using the AIDA principle. NEW

Display adver sements

9.2.2 Elicit the desired response using appropriate vocabulary.

(See Module 7, SO 6.)

9.3

6.1

9.3.1 Draw up a no ce for the company’s no ceboard ensuring that the informa on (visual and/or wri en) is a rac vely presented, correct in every detail and easily understandable.

Draw up a no ce for the company’s no ceboard ensuring that the informa on (visual and/or wri en) is a rac vely presented, correct in every detail and easily understandable.

(See Module 8, SO 4.)

9.4 NEW

No ces

Sales promoƟon le ers

9.4.1 Determine the target audience and write a sales le er which will promote the sales of the specific product or service.

(See Module 8, SO 5.)

9.5

(See Module 8, SO 5.1.)

9.5.1 Iden fy the audience to be reached.

(See Module 8, SO 5.2 and 5.4.)

9.5.2 Determine the necessary informa on and language to be used in the circular. NEW

Circular le ers

9.5.3 Write a successful circular with or without a recipient address.

Module 9: Mee ng procedure

Module 10: Mee ng correspondence

No ces, agendas and minutes of commi ee mee ngs and monthly general mee ngs

10.1

1.1

Dra no ces and agendas containing all relevant informa on.

10.1.1 Dra no ces and agendas containing all relevant informa on.

1.2

Take responsibility as secretary of a club or commi ee.

10.1.2 Take responsibility as secretary of a club or commi ee.

No ces, agendas and minutes of commi ee mee ngs and monthly general mee ngs

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1.3

Take core notes during mee ngs.

10.1.3 Take core notes during mee ngs.

1.4

Organise relevant informa on logically.

10.1.4 Organise relevant informa on logically.

1.5

Write the no ce, agenda and minutes of the various types of mee ngs gramma cally correct.

10.1.5 Write the no ce, agenda and minutes of the various types of mee ng using gramma cally correct language.

No ce and agenda of annual general mee ngs of clubs and associa ons

10.2

NEW

No ces and agendas of annual general mee ngs of clubs and associa ons

10.2.1 Dis nguish between special (extraordinary) and general (regular) no ce and agendas. Special no ces should contain the no ce, venue, place, date, day and a reference to the reason for the mee ng. General (regular) no ces should contain the no ce, venue, place, date, day and the previous minutes a ached.

Module 10: Reports

Module 11: Reports

Inves ga on reports

11.1

1.1

Acquire informa on on the subject.

11.1.1 Acquire informa on on the subject.

1.2

Iden fy the relevant details.

11.1.2 Iden fy the relevant details.

1.3

Organise details logically.

11.1.3 Organise the details logically.

1.4

Submit clear and accurate informa on objec vely.

11.1.4 Submit clear and accurate informa on objec vely.

1.5

Use a suitable register.

11.1.5 Use a suitable register and tone.

1.6

Write the required report in formal and/or memo format.

11.1.6 Write the required report in formal or informal (memo) format.

(See Module 10, SO 2.)

11.2

Inves ga on reports

Feedback reports

11.2.1 Priori se informa on and organise details logically. 11.2.2 Write a clear, gramma cally correct report. 11.2.3 Use a suitable register and style. 11.2.4 Write the required report in formal format. 11.2.5 Write the required report in memo (informal) format. 2.

Feedback and progress reports

11.3

Progress reports

2.1

Priori se informa on.

2.2

Organise details logically.

11.3.1 Priori se informa on and organise details logically.

2.3

Write a clear, gramma cally correct report.

11.3.2 Write a clear, gramma cally correct report.

Con nued 157

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2.4

Use a suitable register.

11.3.3 Use a suitable register and style.

2.5

Write the report in formal and/or memo format. NEW

– 11.4

Incident/accident reports

11.4.1 Complete forms providing all relevant details. Module 11: Cri cal evalua on of audi ve, visual and wri en material

Module 12: Cri cal evalua on of wri en and visual material

Edi ng of wri en material 1.

Wri en communica ons

12.1

Wri en communica on

1.1

Obviate and rec fy errors of style, punctua on, language and content.

12.1.1 Avoid and rec fy errors of style, punctua on, language and content.

1.2

Recognise and apply proofreader’s symbols.

12.1.2 Recognise proofreader’s symbols. (Note: For enrichment only)

Layout, design and content

12.2

Layout, design and content

2.1

Select the correct layout/material for the specific communica on.

12.2.1 Select the correct layout/material for the specific communica on.

2.2

Ensure that all necessary informa on is provided.

12.2.2 Ensure that all necessary informa on is provided.

2.3

Judge the logical and analy cal reasoning of the communicator and iden fy words, phrases, omissions which could lead to unsuccessful communica on.

12.2.3 Judge the reasoning (logic) of the communicator and iden fy words, phrases, omissions which could lead to unsuccessful communica on.

Choice of words

12.3

3.1

Ensure that the receiver would be able to understand the message correctly.

12.3.1 Ensure that the receiver would be able to understand the message correctly.

3.2

Recognise objec ve style and eliminate unnecessary emo ve language.

12.3.2 Recognise objec ve style and eliminate unnecessary emo ve language.

Sound, colour and image

4.1

Evaluate the sound quality of audi ve material.

(See Module 13, LO 13.2.4.)

4.2

Provide his own opinion, substan ated by facts, on the suitability/success of an audiovisual communica on, taking into account e.g. the clarity of images/design, the atmosphere created through the use of sound and colour, and the final eﬀect created or message conveyed.

12.3.3 Provide his or her own opinion, substan ated by facts, on the suitability/success of an audiovisual communica on, taking into account e.g. the clarity of images/design, the atmosphere created through the use of sound and colour, and the final eﬀect created or message conveyed.

Reference works

12.4

5.1

Use the applicable reference works with ease.

12.4.1 Use the applicable reference works with ease.

Choice of words

–

Reference works

Con nued 158

TVET FIRST

Communica on N5

PREVIOUS CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

Module 12: Oral communica on

Module 13: CriƟcal evaluaƟon of audiƟve and oral communica on

13.1

Voice control NEW

Aspects of telephone technique

13.1.1 List the characteris cs of a pleasant voice and discuss the role of each in successful communica on.

1.1

Do exercises to improve his/her voice control.

13.1.2 Do exercises to improve his or her voice control.

1.2

Apply this knowledge when speaking.

13.1.3 Apply this knowledge when speaking.

1.3

Evaluate the eﬀec veness of oral communica on between two par es and substan ate his/her conclusions.

13.1.4 Evaluate the eﬀec veness of oral communica on between two par es and substan ate his or her conclusions.

1.4

Pronounce words correctly.

13.1.5 Pronounce words correctly.

1.5

Use the correct tone of voice in informal/formal conversa ons. NEW

– 13.1.6 Sound enthusias c and full of energy when talking.

1.6

Prac se the degree of voice projec on necessary to be heard in a small and/or a big room.

13.1.7 Prac se the degree of voice projec on necessary to be heard in a small and/or a big room.

1.7

Demonstrate the diﬀerence between asser veness and aggressiveness.

–

1.8

Explain a conten ous fact calmly, clearly, concisely and objec vely.

–

1.9

Decide on a mode of communica on which would suit the situa on and the audience.

–

1.10

Apply the rules for eﬀec ve verbal and nonverbal communica on.

–

1.11 and 1.12 (see further down below). 1.13

Apply the rules of e que e when answering the telephone or making a call.

13.1.8 Apply the rules of e que e when answering the telephone or making a call.

1.14

Prac se all possible telephone conversa ons which might possibly be encountered in prac ce in his/her field of study.

13.1.9 Prac se all telephone conversa ons which might possibly be encountered in prac ce.

1.15

Familiarise himself/herself with the situa on, product or service.

–

1.16

Convey the required message coherently in unambiguous language.

–

Con nued 159

TVET FIRST

Communica on N5

PREVIOUS CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

1.17

Establish rapport with the audience to achieve the desired eﬀect.

Development of listening skills

– 13.2

NEW

Development of listening skills

13.2.1 Provide reasons why listening is important in his or her voca onal field. 13.2.2 Explain the diﬀerence between hearing and listening. 13.2.3 Apply the elements a en on, understanding and remembering to the listening process and explain the importance of each.

(Module 11, SO 4.1.)

13.2.4 Evaluate the sound quality of audi ve material.

6.1

Listen with enjoyment to music, a video, people socialising.

13.2.5 Listen with enjoyment to music, a video, people socialising. (Note: For enrichment only.)

6.2

Listen seriously, e.g. listen to an order or instruc ons and be able to carry it/them out; listen to a lecture and take notes.

13.2.6 Listen seriously, e.g. listen to an order or instruc ons and be able to carry it/them out; listen to a lecture and take notes.

6.3

Listen cri cally to an example of propaganda/ adver sing.

13.2.7 Listen cri cally to an example of propaganda/ adver sing and iden fy a line of thought.

6.4

Iden fy a line of thought.

6.5

Listen for and evaluate the suppor ve arguments used by the speaker to illustrate/emphasise his point.

13.2.8 Listen for and evaluate the suppor ve arguments used by the speaker to illustrate/emphasise his or her point.

6.6

Iden fy possible barriers to the listening process.

13.2.9 Iden fy possible barriers to the listening process.

6.7

Overcome possible barriers to the listening process/prevent possible barriers from harming the listening process.

13.2.10 Overcome possible barriers to the listening process.

6.8

Iden fy ‘missing facts’ in a logical presenta on.

13.2.12 Iden fy ‘missing facts’ in a logical presenta on.

6.9

Evaluate the relevancy of content and act accordingly.

13.2.13 Evaluate the relevance of content and act accordingly.

6.10

Demonstrate empathy while listening to a person who feels dissa sfied/unhappy.

13.2.14 Demonstrate empathy while listening to a person who feels dissa sfied/unhappy.

–

13.2.11 Prevent possible barriers from harming the listening process.

13.3

Communica on in small groups

1.11

Apply listening and voice control techniques while communica ng in small groups.

13.3.1 Apply listening and voice control techniques while communica ng in small groups.

1.12

Par cipate ac vely in group discussions.

13.3.2 Par cipate ac vely in group discussions.

Con nued 160

TVET FIRST

Communica on N5

PREVIOUS CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

Non-verbal communica on

–

2.1

Act as ini ator/receiver in a variety of communica on situa ons relevant to his/her future voca on.

–

Interview

4.1

Evaluate the situa on and decide on the correct approach to the interviewer/interview situa on.

–

4.2

Apply the rules for eﬀec ve verbal and nonverbal communica on.

–

4.3

Conduct an interview with a client, subordinate or prospec ve employee.

13.4

NEW

Interviews

13.4.1 Conduct an interview with a client/subordinate/ prospec ve employee. 13.4.2 Conduct him- or herself well as an interviewee at an employment interview.

Conduct at mee ngs

–

5.1

Explain mee ng procedure.

–

5.2

Take core notes during a mee ng.

–

5.3

Expand the core notes into minutes of the mee ng.

–

5.4

Conduct himself/herself appropriately at a mee ng.

–

Presenta on of wri en report/task accomplished

3.1

Give logical feedback in well-constructed, gramma cally correct sentences.

–

3.2

Apply the correct non-verbal behaviour to establish an atmosphere of trust and proficiency.

–

3.3

Select systema sed factual informa on which has been collected on a specific subject through interviews, telephone conversa ons, group discussions, ques onnaires or the consulta on of relevant sources.

13.5.1 Select systema sed factual informa on which has been collected on a specific subject through interviews, telephone conversa ons, group discussions, ques onnaires or consul ng relevant sources.

3.4

Verbally present findings factually and logically.

13.5.2 Verbally present findings factually and logically.

13.5

Presenta on communica on

Con nued 161

TVET FIRST PREVIOUS CURRICULUM

2021 CURRICULUM LEARNING OUTCOMES

3.5

Apply the principles applicable to the wri ng of a report (chairman’s report, report on a field trip, accident report, etc.) to oral communica on.

13.5.3 Apply the principles of inves ga on for the wri ng of a report (chairperson’s report, report on a field trip, accident report, etc.) to oral communica on.

3.6

Apply the theory on non-verbal and oral communica on: state facts with convic on, men on sources of informa on, control tone of voice and gestures, etc.

13.5.4 Apply the theory on non-verbal and oral communica on: state facts with convic on, men on sources of informa on, control tone of voice and gestures, etc.

3.7

Use direct and indirect speech, and ac ve and passive voice correctly.

13.5.5 Use direct and indirect speech, and ac ve and passive voice correctly.

3.8

Avoid the irrelevant use of adjec ves and adverbs, as well as emo ve words and phrases.

13.5.6 Avoid the irrelevant use of adjec ves and adverbs, as well as emo ve words and phrases.

TVET First author: A Thorne

162

Communica on N5

TVET FIRST

Computer Prac ce N5

This document includes important informa on about the revised curriculum for Computer Prac ce N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Computer Prac ce N5! Summary of curriculum changes for 2021: • The curriculum has been thoroughly modernised, changed and restructured to prepare the student for the 4th Industrial Revolu on (4IR). • ALL Learning Outcomes have been re-developed from scratch and re-weighted. • Many new Learning Outcomes and topics have been added. • Now comprises 5 topics instead of 5 modules. • The subject now has 110 recommended no onal hours: • Contact = 72 hours, self-study = 32 hours and internal assessments = 6 hours. • The curriculum documents suggests a 50:50 split of contact me between theory and prac cal. • In the new assessment guidelines, the ICASS consists of prac cal tests, assignments, na onally set PATs and the internal examina on. • Guidelines for the new final exam includes Sec on A theory component (80 marks) + Sec on B prac cal component (120 marks). Old modules vs new topics (subjects and weigh ngs): Old curriculum (1995): Module 1

Keyboarding

Module 2

Text manipula on

25%

Module 3

Opera ng system so ware

18%

Module 4

Spreadsheets

31%

Module 5

Database

18%

New curriculum (2021): Topic 1

Compu ng concepts and applica on skills

45%

(Old M1, M2, M4 – M5) + NEW OUTCOMES (includes MS Word, MS Excel and MS OneNote)

Con nued 163

TVET FIRST

Computer Prac ce N5

Topic 2

Networking and communica on skills

7.5%

NEW

Topic 3

Data, informa on management and computa onal thinking

30%

NEW (stand-alone module and integrated with Topic 1)

Topic 4

Internet and communica on skills

7.5%

NEW

Topic 5

Digital ci zenship

10%

NEW

• • • • • •

The new curriculum has a much larger theore cal component than in the past. Keyboarding (old Module 1) is no longer featured in the Learning Outcomes. Database (old Module 5) is no longer covered in the curriculum at all, i.e. MS Access has been removed. Electronic notebooks (MS OneNote) now covered for the first me. Outdated technology (e.g. DOS commands) have been completely removed from the curriculum. Data and informa on management and Computa onal thinking from Topic 3 are brand new concepts for Computer Prac ce. The skills learned in Topic 3 integrate with skills learned in other Topics, par cularly the use of MS Office. • The so ware applica ons now include MS Word, MS Excel and MS OneNote. • Networking, Internet and Digital ci zenship skills are new Topics added to Computer Prac ce. • The latest two versions of MS Office Suite are prescribed (currently Office 2016 or 2019 or Office 365). Specific new content in 2021 curriculum: Topic

New content in CP N5 curriculum:

TVET First CP N5 book:

TOPIC 1: COMPUTING CONCEPTS AND APPLICATION SKILLS

Introduc on to the concepts of ICTs, the digital world and digital ci zenship

Module 1 – Unit 1.1

45% WEIGHTING This topic is both theore cal and prac cal and includes LOs on ICT, the digital world, 4IR, PCs, file management and opera ng systems, as well as word processing, spreadsheets and electronic notebooks.

– 7 new LOs PCs and how they are used Aside from hard disk drives, all the outcomes in this module are new to the N5 curriculum

Module 1 – Unit 1.2

– 18 new LOs

Con nued 164

TVET FIRST Topic

Computer Prac ce N5

New content in CP N5 curriculum:

TVET First CP N5 book:

File management opera ons of opera ng systems

Module 1 – Unit 1.3

Some file management opera ons were covered in the old curriculum in Module 3, however, the LOs in the old curriculum were based on MS-DOS and not on MS-Windows. – 14 new LOs WORD PROCESSING (MS WORD) Skills learned in N4 are built upon. While there is some overlap in the new and old LOs in this sec on, because of changes in technology many of the old LOs are redundant and many new LOs have been added. Use the integrated features and intermediate func on of the word processor

Module 2 – Unit 2.2

– 7 LOs Use the mail merge feature in a document – 5 LOs

Module 2 – Unit 2.3

EXCEL (MS EXCEL) The skills learned in N4 are built upon. While there is some overlap in the new and old LOs in this sec on, because of changes in technology many of the old LOs are redundant and many new LOs have been added.

Module 3 – Unit 3.2

Managing and edi ng a worksheet/spreadsheet

Module 3 – Unit 3.3

– 13 LOs Create and edit charts within a spreadsheet (PREVIOUSLY COVERED IN N4) – 11 new LOs EXCEL FUNCTIONS AND SKILLS COVERED AT N5 LEVEL: • [AVERAGE; COUNT; COUNTA; COUNTBLANK; COUNTIF; IF (Simple); LARGE; MAX; MEAN; MIN; MODE; POWER; QUOTIENT; RAND/RANDOM/RANDBETWEEN; ROUND; SMALL; SUM; SUMIF; TODAY]

Con nued 165

TVET FIRST Topic

Computer Prac ce N5

New content in CP N5 curriculum:

TVET First CP N5 book:

• [ABSOLUTE CELL REFERENCING; AUTOFILL; CHARTS AND GRAPHS (EDITING); CIRCULAR REFERENCE ERRORS; CONDITIONAL FORMATTING; FREEZING PANES; GRIDLINES; INTEGRATION WITH OTHER PACKAGES; INTEGRATION WITHIN PACKAGE; PRINT OPTIONS AND AREAS; ROUNDING OFF NUMBERS; SHOWS FORMULAS; TEMPLATES]. • These are over and above the following N4 skills: [BASIC INTEGRATION; CELL DATA TYPES; ERROR INDICATORS; FORMATTING CELLS; FORMATTING SHEETS/ ROWS/COLUMNS; HEADERS AND FOOTERS; RENAMING WORKSHEET; SORTING DATA] • Macros are not men oned in the new curriculum ELECTRONIC NOTEBOOKS (MS POWERPOINT) Use electronic notebooks

Module 4 (en re module)

– 15 new LOs TOPIC 2: NETWORKING AND COMMUNICATION SKILLS 7.5% WEIGHTING TOPIC 3: DATA, INFORMATION MANAGEMENT AND COMPUTATIONAL THINKING 30% WEIGHTING

Diﬀerent types of networks and architectures – 4 new LOs

Module 5 (en re module)

Uses of networks to enable the digital era – 4 new LOs Apply computa onal thinking (CT) skills towards the development of a computer-based solu on (also covered in N4) – 8 new LOs Find and access data and informa on =>Process data and informa on=>Present solu on (also covered in N4) – 12 new LOs Working with forms – 13 new LOs Working with online documents and folders – 8 new LOs Create a blog as an informing tool

Module 6 – Unit 6.1 + integrated into M2 – 4 (Topic 1) Module 6 – Unit 6.2 + integrated into M2 – 4 (Topic 1) Module 6 – Unit 6.3 Module 6 – Unit 6.4 Module 6 – Unit 6.5

– 7 new LOs

Con nued 166

TVET FIRST

Computer Prac ce N5

Topic

New content in CP N5 curriculum:

TVET First CP N5 book:

TOPIC 4: INTERNET AND COMMUNICATION SKILLS

Internet applica ons, plug-ins and web-based services – 6 new LOs

Module 7 – Unit 7.1

7.5% WEIGHTING

Internet service technologies – 4 new LOs Obtaining informa on and using the WWW – 2 new LOs

TOPIC 5: DIGITAL CITIZENSHIP

Modern developments and trends

10% WEIGHTING

ICT and the impact on the economy

– 4 new LOs – 3 new LOs Ethical issues rela ng to the use of ICT – 5 new LOs ICT careers

Module 7 – Unit 7.2 Module 7 – Unit 7.3 Module 8 – Unit 8.1 Module 8 – Unit 8.2 Module 8 – Unit 8.3 Module 8 – Unit 8.4

– 2 new LOs

TVET First authors: Shailendra Sas and Devendri Sas

167

TVET FIRST

Financial Accoun ng N5

This document includes important informa on about the revised curriculum for Financial Accoun ng N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Financial Accoun ng N5! Major changes from the previous curriculum: • New content in the following: – Module 1: Value Added Tax (VAT) (all new content) – Module 2: Partnerships (new content for LO2.1, 2.2, 2.4, 2.5, 2.7.5, 2.8) – Module 3: Branches (new content for 3.3.5. 3.3.8, 3.4.6, 3.4.9) – Module 5: Incomplete records and other accoun ng issues (new content for 5.2) – Module 6: Financial analysis (new content for 6.5) • Content that is no longer included: – Branch accounts (decentralised system) – Profit mark-up – Methods of stock-valua on: LIFO • Terminology changes: Many terms have changed since the implementa on of the previous curriculum in line with the IFRS. Some examples: – non-current assets (not fixed assets) – inventory (not stock) – trading inventory (not trading stock) – rent income (not rent received) – rent expense (not rent paid) – commission income – commission expense – interest income – interest expense – trade receivable (not debtor) – trade payable (not creditor) – Trade Receivables Control (not Debtors Control) – Trade Payables Control (not Creditors Control) – Sales Journal (not Debtors Journal) – Sales Returns Journal (not Debtors Allowances Journal) – Purchases Journal (not Creditors Journal) – Purchases Returns Journal (not Creditors Allowances Journal)

Con nued 168

TVET FIRST

Financial Accoun ng N5

– Se lement discount granted and Se lement discount received (not discount allowed and discount received) – Credit losses (not bad debts) – Carriage on purchases (not carriage in) – Carriage on sales (not carriage out) – Income receivable (not accrued income) – Expenses payable (not accrued expenses) – Financial posi on sec on in the General Ledger or Trial Balance (not Balance sheet) – Statement of financial posi on (not Balance sheet in the financial statements) Curriculum comparison table – 1995 vs 2021 1995 curriculum

2021 curriculum Module 1: Value Added Tax (VAT) – 1 week (NEW) 1.1.1

Explain the concept VAT

1.1.2

Diﬀeren ate the types of VAT

1.1.3

Prepare ledger accounts • VAT input • VAT output • VAT control

1.2 Module 1: Partnerships – 4 weeks

Summary – summarise the module

Module 2: Partnership – 4 weeks 2.1

Introduc on

2.2

Reasons for the forma on of partnerships

1.1

Legal aspects

2.3

Legal aspects

1.2

Ownership accounts of the partnership

2.4

Dissolu on of partnership

2.5

Recording of equity

1.3

Loan by partners

2.6

Loan accounts

1.4

Appropria on of profits

2.7

Appropria on of profits

1.4.1

Partner’s salary

2.7.1

Partner’s salary

1.4.2

Bonus of the managing partner

2.7.2

Bonus of the managing partner

1.4.3

Interest on capital, current and drawings account

2.7.3

Interest on capital, current and drawings account

Con nued 169

TVET FIRST

Financial Accoun ng N5

1995 curriculum

2021 curriculum

1.4.4

Reserves and funds

2.7.4

General Reserves and funds

1.4.5

Profit and loss appropria on

2.7.5

Profit or loss appropria on

• According to a fixed ra o

• According to a capital ra o

• According to a capital ra o • Equally

1.5

Financial statements:

2.8

Annual financial statements:

1.5.1

Income statement

2.8.1

1.5.2

Balance sheet

Statement of profit or loss and other Comprehensive income

2.8.2

Statement of financial posi on

2.8.3

Statement of changes in equity

2.9

Summary

Module 2: Branch accounts – 3 weeks

Module 3: Branches – 3 weeks

2.1

Purpose of branches

3.1

Introduc on

2.2

System of internal control:

3.2

Accoun ng records for dependant branches (centralised system)

• goods issued to branches at sales price

3.3

Recording of transac ons where inventory sent to the branch is invoiced at cost price

2.4

The branch keeps its own accoun ng records (decentralised system)

3.3.1

Inventory sent to the branch by the head oﬃce and purchases by the branch

2.5

Items in transit

3.3.2

Inventory returned to the head oﬃce

2.6

Transac ons between branches

3.3.3

Sale of inventory by the branch (cash and credit sales)

3.3.4

Expenditure paid by head oﬃce on behalf of branch

3.3.5

Branch pe y cash account for small expenditure by the branch

3.3.6

Inventory mark-down

3.3.7

Inventory transac ons between branches

3.3.8

Branch expense

3.3.9

Inventory in transit

• sales • purchases • bank account 2.3

Accoun ng records of a branch kept by head oﬃce (centralised system): • goods issued to branches at cost

Con nued 170

TVET FIRST

Financial Accoun ng N5

1995 curriculum

2021 curriculum 3.3.10 Inventory on hand 3.3.11 Balancing of branch accounts 3.4

Recording of transac ons where inventory sent to the branch is invoiced at selling price

3.4.1

Calcula on of the profit mark-up

3.4.2

Inventory sent to the branch by the head oﬃce and purchases by the branch

3.4.3

Inventory returned to the head oﬃce

3.4.4

Sale of inventory by the branch (cash and credit sales)

3.4.5

Expenditure paid by head oﬃce on behalf of branch

3.4.6

Branch pe y cash account for small expenditure by the branch

3.4.7

Inventory mark-down

3.4.8

Inventory transac ons between branches

3.4.9

Branch expense

3.4.10 Inventory in transit 3.4.11 Inventory on hand 3.4.12 Inventory shortage or surplus at the branch 3.4.13 Balancing of branch accounts 3.5

Summary

Module 3: Insurance claims, stock es mates and profit mark-up – 3 weeks

Module 4: Inventory and insurance claims – 2 weeks

3.1

Stock valua on

4.1

Inventory

3.1.1

Introduc on

4.1.1

Introduc on

3.1.2

• Defining stock

• Defining inventory

• The physical stock-taking

• The physical inventory-taking

• Aim

• Physical coun ng

• Stock lists

• Inventory lists

The valua on of stock within the framework of the system of historical cost • the importance of the valua on of stock • valua on against the cost or market price

4.1.2

The valua on of inventory within the framework of the system of historical cost • The importance of the valua on of inventory

Con nued 171

TVET FIRST

Financial Accoun ng N5

1995 curriculum

2021 curriculum • Valua on against cost or market price 4.1.3

Methods of inventory card • F.I.F.O. • Weighted average cost price

3.1.3

Methods of stock valua on

4.1.4

Methods of inventory valua on

• F.I.F.O.

• L.I.F.O.

• Weighted average cost price

• Average cost

• Specific iden fica on

4.1.5

Summary

3.2

Insurance claims

4.2

Insurance claims

3.2.1

Diﬀerent types of insurance:

4.2.1

Diﬀerent types of insurance:

• Employers accountability

• Public accountability insurance

• Produc on accountability insurance

• Motor car insurance

• Fidelity guarantee insurance

• Insurance of goods in transit

• Insurance of inventory in transit

• Insurance of cash and nego able documents

• Fire insurance

• Loss of stock insurance

• Loss of inventory insurance

3.2.2

Calcula on of the value of stock

4.2.2

Calcula on of the value of inventory using Trading Account

3.2.3

Calcula on of stock a er sales prices variance

4.2.3

3.2.4

Claims as a result of fire damage to stock

Calcula on of inventory a er sales prices variance

4.2.4

Claims as a result of fire damage to inventory

4.2.5

The average clause in a short-term insurance policy

4.2.6

Summary

3.2.5

The average clause in a short-term insurance policy

3.3

Profit mark-up

3.3.1

The concept profit mark-up

3.3.2

Profit mark-up on cost

3.3.3

Profit calcula on on the sales price as basis

3.3.4

Calcula on of the discount on the market price of stock

Con nued 172

TVET FIRST

Financial Accoun ng N5

1995 curriculum

2021 curriculum

Module 4: Incomplete records, single entry and correc on of errors – 3 weeks

Module 5: Incomplete records and other accoun ng – 3 weeks

4.1

5.1

Incomplete records

5.1.1

Introduc on

Incomplete records

4.2

Single-entry system

5.1.2

4.2.1

Procedure for the conversion of the singleentry system

Diﬀeren ate between single-entry system and double-entry system

5.1.3

Procedure for the conversion of the singleentry system

4.2.2

4.2.3

Calcula on of the net profit by means of the owner’s equity

Conversion of incomplete records to a system of double entry

5.1.3.1 Calcula on of the net profit by means of the statement of changes in equity and statement of financial posi on together with the notes to statement of financial posi on 5.1.4

Conversion of incomplete records to a double entry system: • the reconstruc on of the sales figure

• determine the income and expenditure figures

• the reconstruc on of the purchases

• the reconstruc on of the sales figure

• and other general ledger accounts

• the reconstruc on of the purchase figure • the cash receipts and payments 4.2.4

Incomplete keeping of records in respect of the periodic stock system

5.1.4.1 Incomplete keeping of records in respect of the periodic inventory system 5.2

OTHER ACCOUNTING ISSUES

5.2.1

Internal controls

5.2.2

Correc on of errors

5.5

Summary

Module 5: An analysis and interpreta on of financial informa on – 2 weeks

Module 6: Financial analysis – 2 weeks

5.1

6.1

Introduc on

6.2

The nature and scope of financial statement analysis

6.3

The objec ves of financial statement analysis

6.4

Users of financial statements

5.2

Aim of financial statements

Users of informa on contained in financial statements

Con nued 173

TVET FIRST

Financial Accoun ng N5

1995 curriculum

2021 curriculum

5.3

The use of ra os and percentages with analysis and interpreta on

6.5

The use of financial statement analysis:

6.5.1

Solvency analysis

5.3.1

Solvability ra o (degree of solvency)

6.5.1.1 Solvency ra o

5.3.2

Return ra o on own capital

6.5.1.2 Debt-equity ra o

5.3.3

Gross profit percentage (net profit on turnover)

5.3.4

Net profit percentage (net profit on turnover)

5.3.5

Stock turnover rate

5.3.6

Net profit percentage (net profit on turnover)

5.3.7

Turnover rate of debtors

5.3.8

Current ra o

5.3.9

Acid test ra o

6.5.2

Profitability ra os 6.5.2.1 Rate of return on owner’s equity 6.5.2.2 Gross profit percentage (on turnover) 6.5.2.3 Net profit percentage (on turnover)

6.5.3

Liquidity ra os 6.5.3.1 Current ra o 6.5.3.2 Acid test ra o 6.5.3.3 Trade receivables collec on period

5.3.10 Average se lement period to creditors

6.5.3.4 Trade payables se lement period 6.5.3.5 Inventory turnover rate 6.5.3.6 Trade receivables turnover rate 6.6

TVET First authors: Carine Esterhuyse and Moira Richards

174

Summary

TVET FIRST

Informa on Processing N5

This document includes important informa on about the revised curriculum for Informa on Processing N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Informa on Processing N5! Summary of changes to the curriculum: • • • • •

Removed typewriters from curriculum New module added that specifies the coverage of ini al instruc on material Three modules have been removed from the curriculum Four modules have been combined into a single module Almost all module weigh ngs have changed

Changes from the previous curriculum

New content in 2021 curriculum

Major changes to the 2021 curriculum:

• New content on:

• Changed from 6 hours a week (5 hours lecturer contact me and 1 hour non-contact me) to 7 hours a week (5 hours lecturer contact me and 2 hours non-contact me).

– NB: ‘Manuscript signs’ have been changed to ‘Proofreading signs’ and ‘type’ has been changed to ‘key in’.

• Time was allocated 3 hours Typing technique and 2 hours Audio transcrip on. Now changed to 5 hours Typing technique and 2 hours Audio transcrip on. • NB: Manuscript signs have been changed to Proofreading signs and typing has been changed to keying in. • An en rely new module has been added as Sec on A: Typing Technique Module 2: Ini al instruc on. • New curriculum Sec on B Audio Transcrip on Module 3: Le ers and Memoranda is a combina on of the following old curriculum modules (Module 3: Le ers and memoranda; Module 4: Oﬃcial circulars; Module 5: Circulars/Le ers of promo on; Module 7: Applica on for a post). • Old curriculum Sec on A Typing Technique Module 7: Dra ing of le ers has been removed. • Old curriculum Sec on B Audio Transcrip on Module 7: Curriculum Vitae; Module 10: Assignments on A5 paper and Module 11: Columnar work on A4 paper have been removed.

Con nued 175

TVET FIRST

Informa on Processing N5

Changes from the previous curriculum

New content in 2021 curriculum

Typing Technique Module 1: Accuracy and speed development

• All students may now use the spell check func on as no typewriters are in use.

• Timed accuracy test used to allow for seven typing errors in med speed tests but now allows for 23 typing errors. • No longer use typewriters • 5-minute med accuracy tests have been removed. • Weigh ng of 20/100 (remained the same) Typing Technique Module 2: Ini al instruc ons/ Proofreading signs and typing rules • New module • Very specific about which content covered • Produc on speed must not be more than 8 w.p.m. • Print preview must be used • Weigh ng of 8/100

Learning content: 1. Basic computer knowledge covers: hardware, so ware, handling and care of storage devices, forma ng of disks, and disk capacity. 2. Applica on and display func ons covers: switching on, procedure for switching oﬀ, using the main menu/loading of programme, directory lis ng, crea ng, saving, retrieving a document, keying in text, edi ng text, prin ng a document, status bar, cursor movements, insert, delete, undelete/ restore, move and copy/cut and paste, line spacing, margins, alignment, hyphena on, indent, underline, double underline, bold. Italics, page break, page combine, page numbering, spelling checker, superscript and subscript, find and replace, borders and text boxes, show/hide bu on, font type and size, paper size, handling of document (rename, delete, find, copy, move), headers and footers, footnotes and endnotes, tables (row height, column width, merge cells, columns) tabular stops, shapes, symbols, page borders.

Con nued 176

TVET FIRST

Informa on Processing N5

Changes from the previous curriculum

New content in 2021 curriculum

Typing Technique Module 3: Business le ers, circular le ers, sales le ers and le ers of promo on

Learning content

• This is a combina on of three old curriculum modules (Module 2: Business le ers; Module 3: Components of oﬃcial circulars; Module 4: Circulars and le ers for the promo on of sales).

2.1 In Learning Outcome 2.1, more advanced business le ers must now be keyed in on created or retrieved le erheads, which is a new specifica on.

• Removed the learning content on oﬃcial circulars on le erheads from components of oﬃcial circulars when these modules were merged • Weigh ng changed from 5/100 to 11/100 Typing Technique Module 4: Speeches and lectures • Was Module 5 in old curriculum • Weigh ng changed from 2/100 to 4/100 Typing Technique Module 5: Formal invita ons • Was Module 6 in old curriculum • Weigh ng changed from 5/100 to 4/100 Typing Technique Module 6: No ces of mee ngs and agenda

Learning content: 2. Agendas

• Was Module 8 in old curriculum

• Changed Ordinary format to Standard format

• Weigh ng changed from 6/100 to 7/100

• Now specify that ac on columns must be created using the column/table func on

Typing Technique Module 7: Minutes of mee ngs

Learning content:

• Was Module 9 in old curriculum

1. Minutes

• Weigh ng changed from 5/100 to 9/100

• Changed Ordinary format to Standard format • Now specify that ac on columns must be created using the table func on

Typing Technique Module 8: Reports • Was Module 10 in old curriculum • New didac cal direc ve: Must be linked to Financial Accoun ng course • Weigh ng changed from 2/100 to 6/100

Con nued 177

TVET FIRST

Informa on Processing N5

Changes from the previous curriculum

New content in 2021 curriculum

Typing Technique Module 9: Programmes and I neraries

Learning content

• Was Module 11 in old curriculum

1. Now specified that programmes must be keyed in on A4 paper using columns/tables

• Learning content 2. I neraries is new

New content

• Weigh ng changed from 10/100 to 5/100

2. I neraries • In paragraph form • In column form • On A4 using columns/tables (folded in booklet form)

Typing Technique Module 10: Financial Statements • Was Module 12 in old curriculum • New curriculum refers to borders as opposed to blocks/encasement • New didac cal direc ve: Must be linked to Financial Accoun ng course • New didac cal direc ve: Drill exercises are recommended for this module • New didac cal direc ve: Use of a spreadsheet program is recommended • No longer use direct underlining, but rather insert a border for the totals • Weigh ng stayed the same at 10/100 Typing Technique Module 11: Tabular Statements

Learning content:

• Was Module 13 in old curriculum

1. Intermediate tabular statements

• Removed tabular statements on two sheets of A4 paper (or one A3 paper)

• On one A4 landscape paper • Content to fit columns

• No longer specify the block method or the equal column method • Weigh ng stayed the same at 10/100 Typing Technique Module 12: Paragraphs in an African language

Learning content: 1. Now specifies intermediate paragraphs

• Was Module 14 in old curriculum • Weigh ng changed from 4/100 to 6/100

Con nued 178

TVET FIRST

Informa on Processing N5

Changes from the previous curriculum

New content in 2021 curriculum

Audio Transcrip on Module 1: Ini al instruc on • No changes to content • Weigh ng stayed the same at 8/100 Audio Transcrip on Module 2: Paragraphs • No changes to content • Weigh ng changed from 9/100 to 15/100 Audio Transcrip on Module 3: Le ers/ Applica ons/ Circular le ers/ Le ers of promo on and Memoranda

Learning content

• Combina on of Module 3, Module 4 and Module 6 from old curriculum

2. Now includes le ers of promo on, le ers of applica on and memoranda

1. Now includes challenging words taken from le ers of promo on, le ers of applica on and circulars

• Audio casse e has been changed to audio transcrip on hardware/so ware • Weigh ng changed from 12/100 to 20/100 Audio Transcrip on Module 4: Speeches and lectures • No changes to content • Weigh ng changed from 3/100 to 17/100 Audio Transcrip on Module 5: No ces of mee ngs and agenda

Learning content

• Weigh ng changed from 11/100 to 10/100

2. No ces of mee ngs and agenda must now include columns/tables for ac on agendas

Audio Transcrip on Module 6: Minutes of mee ngs

Learning content

• Weigh ng changed from 11/100 to 30/100

2. Minutes of mee ngs must now include columns/ tables for ac on minutes

TVET First author: Es e Kruger

179

TVET FIRST

Travel Oﬃce Procedures N5

This document includes important informa on about the revised curriculum for Travel Office Procedures N5, scheduled for implementa on in 2021. Contact jayshil.bhula@macmillaneduca on.co.za to request a sample copy of the TVET First approved textbook or visit our website at www.macmillaneduca on.co.za. For best results, use TVET First Travel Office Procedures N5! The main changes to this curriculum are: New content: • Module 1: Introduc on to entrepreneurship and basic accoun ng principles LO 1.1 Introduc on to entrepreneurship LO 1.2 Basic accoun ng principles of an entrepreneur • Module 2: Journals and General Ledger entries LO 2.6 Wages Journal is new • Module 3 Trial balance: 3.1 Introduc on to the trial balance 3.1 Introduc on to the trial balance – Defini on and explana on of what is meant by a trial balance – Explain the difference between the Balance Sheet Sec on and the Nominal Accounts Sec on. • Module 4: Financial statements of an entrepreneur 4.1 Financial Statements: Income statements and Balance Sheet Sources of financing relevant to tourism establishments: – Capital (fixed/working capital/growth) – Equity financing – Borrowed capital • Module 5: Reconciling the entrepreneur’s books (5.1.1 is new) 5.1.1 Reconcilia on of bank statements with cash journals in order to prepare bank reconcilia on statements: – outstanding deposits – cheques not yet presented for payment – stop/debit orders – direct transfers – bank charges – interest received or charged – correc on of errors or omissions – cheques R/D or cancelled – post-dated cheques received/issued

Con nued 180

TVET FIRST

Travel Oﬃce Procedures N5

Some content from the previous curriculum has been reduced in this curriculum as follows: • Old content (1995 curriculum) that has been reduced (in 2021 curriculum): Reduced content in the 2020 curriculum for LO 2.7. Balancing the General Ledger accounts: in the 1995 curriculum students were required to post all the totals from the journals to the accounts. In the 2021 curriculum they are only required to post the totals from the Bank columns and balance the bank account in the General Ledger. • Old content (1995 curriculum) – new place/order (in 2021 curriculum): Source documents now appear in every unit where the specific journal is taught. See Module 2. • Old content (1995 curriculum) that does not appear in the 2021 curriculum for TOP N5: Module 2: Principles of South African law The sec on on law has moved to TOP N6 and the outcomes have been expanded. The law module has been replaced by the new content in Module 1 (Introduc on to entrepreneurship and basic accoun ng principles) in TOP N5 2021 curriculum. TOP N5 curriculum comparison (1995 and 2021) 1995 curriculum

Curriculum for implementa on in 2021 Module 1: Introduc on to entrepreneurship and basic accoun ng principles (NEW) WEIGHTING: 20% 1.1 Introduc on to entrepreneurship 1.1.1 Background to entrepreneurship • Define entrepreneurship • Differen ate between intrapreneur/entrepreneur • Differen ate the SKAV (Skills, Knowledge, A tudes, Values), of entrepreneurial behaviour in rela on to tourism 1.2 Basic accoun ng principles of an entrepreneur 1.2.1 Defini on and explana on of basic accoun ng concepts • Define the concepts: accoun ng, capital, income, profit, assets, owner’s equity, liabili es, expenses, loss, debtors, creditors, to name just a few 1.2.2 Explana on of accoun ng equa on • Explaining the no on of ‘accoun ng equa on’ • Overview of the transac ons affec ng the tourism entrepreneur

Con nued 181

TVET FIRST

Travel Oﬃce Procedures N5

1995 curriculum

Curriculum for implementa on in 2021 • Analysis and an indica on of the eﬀect of transac ons on the accoun ng equa on of an entrepreneur 1.2.3 Iden fica on and explana on of bookkeeping of an entrepreneur • Source documents • Principles of double entry system • Applying transac ons in a double entry system specific to the tourism industry (this Learning Outcome will be integrated with all the appropriate topics throughout the semester)

Module 1: Financial record-keeping

Module 2: Journals and General Ledger entries WEIGHTING 45%

1. Cash Receipts Journal

2.1 Cash Receipts Journal

Record all cash received in the Cash Receipts Journal from source documents in required analysis columns and transfer the total of the bank column to the bank account in the ledger.

• Record all cash received (cash, cheques, credit cards) in the Cash Receipts Journal from source documents in required analysis columns. Columns provided. • Clearly draw a line below amounts in the Analysis of Receipts column based upon exercise instruc ons. • Add up (close oﬀ) the columns. • Transfer the total of the bank column to the debit side of the bank account in the General Ledger. • Explain the source documents (receipts and standard credit card forms) which should be used to complete the Cash Receipts Journal. • Complete the receipts manually from informa on given.

2. Cash Payments Journal

2.2 Cash Payments Journal

Record all cheques paid out for/to tours, accommoda on, services, principals, creditors, assets purchased and expenses paid in the Cash Payments Journal.

• Record all cheques paid out for/to tours, accommoda on, services, principals, creditors, assets purchased and expenses paid in the Cash Payments Journal from the source documents in required analysis columns. Columns should be provided. • Add (close oﬀ) the columns. • Transfer the total of the bank column to the credit side of the bank account in the General Ledger. • Explain the source documents (cheques) which should be used to complete the Cash Payments Journal. • Complete cheques and cheque counterfoils manually from informa on given.

Con nued 182

TVET FIRST

Travel Oﬃce Procedures N5

1995 curriculum

Curriculum for implementa on in 2021 • Highlight the importance of recording the term ‘cash’ in the details column for payments relevant to wages /pe y cash/cash float.

3. Debtors Journal

2.3 Debtors Journal

Record the sale of products on a non-cash basis in the Debtors Journal.

• Record credit sales (non-cash basis) of services (tour packages, bus ckets, accommoda on, car rental, travel insurance and air ckets) in the Debtors Journal. • Add up the columns (close oﬀ the Debtors Journal).

4. Creditors Journal Record the purchase of products and assets on a non-cash basis in the Creditors Journal.

• Explain the source documents (duplicate invoices) which should be used to complete the Debtors Journal. • Complete invoices manually from informa on. 2.4 Creditors Journal • Record credit purchases (non-cash basis) of products, assets, services, etc. in the Creditors Journal. • Add up the columns (close oﬀ the Creditors Journal).

5. Pe y Cash Journal 5.1 Transfer of money from the Cash Payments Journal to the Pe y Cash Journal

• Explain the source documents (original invoices) which should be used to complete the Creditors Journal. • Complete the invoices manually from informa on given.

5.2 Balancing systems

2.5 Pe y Cash Journal

5.2.1 Variable balance system

• Transfer of money from the Cash Payments Journal (bank) to the Pe y Cash account in the General Ledger.

5.2.2 Imprest system 5.3 Draw up a Pe y Cash Journal 6. Source documents 6.1 Explain the documents which form the basis of every bookkeeping system. 6.2 Recognise and complete basic manual accoun ng documents i.e. invoice, receipt, credit note, etc. and use them in the recording of transac ons.

• Balancing the Pe y Cash account: Explain the diﬀerent methods of balancing a Pe y Cash account and maintaining the ‘float’, the imprest system and the variable balance system. • Draw up a Pe y Cash Journal: Record all cash payments made from the Pe y Cash source documents (Pe y Cash Vouchers) in required analysis columns. • Add up the columns (close oﬀ the Pe y Cash Journal). • Transfer the total of the Pe y Cash column to the credit side of the Pe y Cash account in the General Ledger. • Balance the Pe y Cash account according to the imprest system and variable system. • Highlight the importance of recording the term ‘cash’ in the detail column for payments rela ng to for e.g., cleaning, pain ng transac on types.

Con nued 183

TVET FIRST

Travel Oﬃce Procedures N5

1995 curriculum

Curriculum for implementa on in 2021 2.6 Wages Journal (NEW) • Complete a Wages Journal, including hourly wage system, over me remunera on • Record employee’s deduc ons: pension fund, PAYE, UIF and medical fund • Record employer’s share of deduc ons: pension fund and medical fund • Close oﬀ the Wages Journal

7. Pos ng to the ledger

2.7 Balancing the General Ledger accounts (NEW)

7.1 Transfer transac ons from the journals of origin (no 1–5) into accounts in the ledgers and balance these accounts.

• Balance the bank account in the General Ledger. Make use of opening balances (debit or credit), as well as totals of bank columns of Cash Receipts and Cash Payments Journals. Module 3: Trial balance WEIGHTING 10%

8. Trial balance

3.1: Introduc on to trial balance (NEW)

8.1 Extract ledger account balances and list these to test the validity of the bookkeeping system.

• Defini on and explana on of what is meant by a Trial Balance • Explain the diﬀerence between the Balance Sheet Sec on and the Nominal Accounts Sec on. • Extract General Ledger balances and list these to test the validity of bookkeeping. Module 4: Financial statements of an entrepreneur WEIGHTING 15%

9. Income statement and Balance sheet 9.1 Explain the need for preparing an income statement and a balance sheet.

4.1: Financial statements: Income statements and Balance Sheet. (NEW) • Sources of financing relevant to tourism establishments: – Capital (fixed/working capital/growth)

9.2 Prepare a ver cal financial statement to establish a net profit or loss.

– Equity financing

9.3 Prepare a balance sheet in ver cal form.

– Borrowed capital • Name and explain the func ons of the prescribed financial statement. • Prepare a ver cal Income Statement to calculate a net profit or a net loss. • Prepare a ver cal Balance Sheet.

Con nued 184