SA NCS Electrical Technology:Learning Outcomes, Assessment Standards, Content and Contexts

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LEARNING OUTCOMES, ASSESSMENT STANDARDS, CONTENT AND CONTEXTS

Notes:

• These Learning Outcomes and Assessment Standards are to be used with the support of the content and context examples provide in the Electrical Technology Learning Programme Guidelines.
• Practical and theoretical competence must be integrated.

Learning Outcome 1

Technological Processes and Communication

The learner is able to understand and apply technological processes related to Electrical Technology ethically and responsibly, and to communicate the findings through the use of appropriate terminology and communication methods.

Grade 10

Assessments Standards

We know this when the learner is able to:

• Identify a problem in a given real-life context.
• Select information from various sources with reference to graphical symbols, SI units and definitions.
• Discuss design features.
• Make products using elementary design.
• Evaluate the final product against the initial design.
• Report on assignments by means of verbal and written communication.

Proposed content

• Description of the technological processes (identifying problems, designing, making and evaluating).
• Description of terminology applicable to electrical technology.
• Effective communication using a variety of media.

Grade 11

Assessments Standards

We know this when the learner is able to:

• Identify and define a problem in a given reallife context.
• Identify and contextualise concepts with reference to electrical and electronic quantities and circuit diagrams.
• Recognise, discuss and describe design features.
• Make products according to a given standard design.
• Evaluate the final product against the standard design specifications.
• Report on assignments using a variety of communication media.

Proposed content

• Identification of the technological processes (defining problems, designing, making and evaluating).
• Correct use of relevant terminology in electrical technology.
• Preparation of written reports.

Grade 12

Assessments Standards

We know this when the learner is able to:

• Identify, analyse and explain a problem in a real-life context.
• Use technical and professional vocabulary to analyse information in a logical manner in order to communicate effectively and efficiently.
• Contextualise the problem/design and analyse various design solutions.
• Make products according to a particular design.
• Evaluate the final product against particular design specifications.
• Make a presentation using a variety of communication media.

Proposed content

• Application of the technological processes (analysing and explaining problems, designing, making and evaluating).
• Application of relevant terminology in electrical technology.
• Presentation of reports.

Learning Outcome 2

Principles and Practices

The learner is able to demonstrate an understanding of the concepts, principles and practices related to Electrical Technology by organising and managing own activities responsibly and effectively considering the interrelatedness of systems as a context for problem solving.

Grade 10

Assessments Standards

We know this when the learner is able to:

• Describe basic safety methods, taking cognisance of health issues such as HIV/AIDS.
• Identify, select, use and care for tools appropriately.
• Select, use and care for measuring instruments appropriately.
• Describe the principles of magnetism and electricity.
• Describe the principles of operation, use and maintenance of power sources and power supplies, including rectifier circuits.
• Describe the installation of wire ways, taking into account cable selection requirements.
• Identify the components used in the construction of a variety of domestic appliances. *Select and maintain lighting systems and luminaries.
• Identify and compare different types of protective devices.
• Demonstrate an understanding of basic electronics and logic circuits.
• Describe the basic operating principles of twoway transmission and reception systems (block diagram applications).

Proposed content

• Understanding the Occupational Health and Safety Act.
• Identification of health hazards and HIV/AIDS.
• Explanation of the functions of basic workshop tools and equipment.
• Identification of different types of measuring instruments.
• Understanding the principles of magnetism and electricity.
• Explanation of the sources and principles of operation, use and maintenance of power supply, including rectification.
• Explanation of installation techniques for wire ways, including cable selection.
• Understanding the components used in domestic appliances, including their function.
• Understanding lighting systems and luminaries.
• Understanding a variety of protection devices.
• Understanding basic electronics and logic systems.
• Understanding the principles of electronic communication systems.

Grade 11

Assessments Standards

We know this when the learner is able to:

• Explain basic safety methods, taking cognisance of health issues such as HIV/AIDS.
• Explain the basic care and use of measuring instruments.
• Explain the principles of single-phase alternating current theory and the effect of AC on a series RLC circuit.
• Explain the principles of AC generation and power supplies.
• Explain the basic operating principles of singlephase motors.
• Explain the principles of installation, testing and repair of domestic appliances.
• Select, use and maintain lighting systems and luminaries.
• Explain the basic working principles of different protective devices.
• Identify and explain the working principles and applications of semiconductor devices, and demonstrate an understanding of logic circuits.
• Explain the operating principles of AM/FM radio systems (only block diagram applications).
• Identify and explain the operation of amplifier circuits.

Proposed content

• Analysis of th$Insertformulahere$e Occupational Health and [[[[Safety Act and regulations.
• Description of health hazards and HIV/AIDS.
• Measuring instruments and their correct application and use to ensure accurate readings.
• Explanation of the theory and principles of single-phase alternating current on a series RLC circuits.
• Explanation of thvftyff reyyBold texte principles of alternating current generation and power supply.
• Explanation of the operating principles of single-phase motors.
• Application of the principles used in the installation, testing, and repair of domestic appliances.
• Maintenance of lighting systems and luminaries.
• Explanation of the principles of operation of a variety of protection devices.
• Understanding the principles and operation of semiconductor devices and logic systems.
• Understanding the principles of AM/FM radio systems.
• Understanding and application of the operating principles of amplifier circuits.]]]]

Grade 12

Assessments Standards

We know this when the learner is able to:

• Apply basic safety methods, taking cognisance of health issues such as HIV/AIDS.
• Explain the basic operating principles of measuring instruments (block diagrams).
• Demonstrate an understanding of three-phase alternating current systems, and the effect of AC on RLC series and parallel circuits.
• Demonstrate an understanding of the construction and application of power supplies and voltage regulation methods.
• Demonstrate an understanding of the operation of AC motors and control.
• Explain the basic working principles of different protective devices in relation to earthing methods.
• Demonstrate an understanding of logic system applications, and analyse these applications.
• Demonstrate an understanding of communication systems (only block diagram applications).
• Identify and explain the operating principles of operational amplifiers and audio amplifiers, taking feedback into account. *Illustrate the working principles of switching and control circuits by means of circuit diagram applications.
• Identify and explain the operating principles of oscillator circuits.
• Describe the principles of operation of adder circuits (block diagrams).
• Identify, explain and demonstrate the basic working principles of a programmable logic controller (PLC).
• Demonstrate an understanding of anti-intrusion system applications (only block diagram applications).

Proposed content

• Application of the Occupational Health and Safety Act and regulations.
• Application of safety measures to prevent health hazards and HIV/AIDS.
• Typical calculations with measuring instruments and precision equipment.
• Understanding of the theory and principles of three-phase alternating current systems, including the effects of AC on RLC series and parallel circuits.
• Understanding the theory and principles used in the construction and application of power supplies, including voltage regulation methods.
• Understanding of the operating principle of AC motors, including control.
• Application of the principles of operation of a variety of protection devices, including their relationship to earthing methods.
• Analysis and application of the principles and operation of semiconductor devices and logic systems.
• Application of the operating principles of electronic communication systems, including block diagrams.
• Understanding the operating principles of amplifiers, including both operational and audio amplifiers, with consideration of feedback effects.
• Application of the working principles of switching and control circuits, including circuit diagrams.
• Understanding the operating principles of oscillator circuits.
• Understanding the operating principles of adder circuits, including block diagrams.
• Application of the working principles of a programmable logic controller (PLC).
• Application of the working principles of antiintrusion systems, including block diagrams.

Learning Outcome 3

Society, Technology and the Environment

The learner is able to adapt and deal with changing job markets, consumer attitudes and international benchmarking related to Electrical Technology, through critical engagement with social, economic and environmental influences, in order to progress to world citizenship .

Grade 10

Assessments Standards

We know this when the learner is able to:

• Display an awareness of human rights.
• Demonstrate entrepreneurship by sharing ideas about the marketing of products.

Proposed content

• Understanding human rights, inclusivity issues and issues relating to indigenous knowledge systems.
• Understanding the principles of entrepreneurial activity.

Grade 11

Assessments Standards

We know this when the learner is able to:

• Display an awareness of human rights and access regarding non-discriminatory access to employment.
• Explain entrepreneurial opportunities in the field of Electrical Technology.
• Discuss how different cultures locally and around the world respond to technological change and its influence on the environment.

Proposed content

• Identification of human rights, inclusivity issues and issues related to indigenous knowledge systems.
• Investigating the entrepreneurial opportunities related to Electrical Technology.
• Explanation of the impact of technological changes on different cultures both locally and internationally.

Grade 12

Assessments Standards

We know this when the learner is able to:

• Display an awareness of human rights and access regarding non-discriminatory access to employment.
• Apply the competencies required by entrepreneurs.
• Discuss the impact of globalisation on national economies and the environment.

Proposed content

• Application of human rights, inclusivity issues and indigenous knowledge systems in the context of Electrical Technology.
• Application of entrepreneurial principles to enhance the economy.
• Understanding the impact of globalisation patterns on national economics.

Regarding the Proposed Content sections

In these sections content and contexts are provided to support the attainment of the Assessment Standards. The content indicated needs to be dealt with in such a way as to assist the learner to progress towards the achievement of the Learning Outcomes. Content must serve the Learning Outcomes and not be an end in itself. The contexts suggested will enable the content to be embedded in situations which are meaningful to the learner and so assist learning and teaching. The teacher should be aware of and use local contexts, not necessarily indicated here, which could be more suited to the experiences of the learner. Content and context, when aligned to the attainment of the Assessment Standards, provide a framework for the development of Learning Programmes. The Electrical Technology Learning Programme Guidelines give more detail in this respect.

Note: Practical and theoretical competence must be integrated.