1.
Oral communication is maintained and adapted as required to promote effective interaction in a work context.
Information is accessed from standing instructions, visual information and a range of other workplace texts and responses where required are appropriate to the context.
Written communication is clear and unambiguous and at an appropriate level for designated target audiences.
2.
Mathematical functions are used correctly to solve routine workplace problems and tasks.
Findings on life related problems are interrogated in terms of their cause and solution.
Mathematical techniques are effectively and accurately applied in real life situations.
3.
Entrapped passengers are safely released from an immobile lift.
Unsafe conditions are identified and corrective actions are taken.
Access to workplace is limited to involved personnel only.
4.
Inspections comply with manufacturers standards and statutory requirements.
Understanding of the relevant OHS and SANS requirements is demonstrated.
Unsafe conditions are identified and corrective actions are taken.
Access to workplace is limited to involved personnel only.
Electrical circuits are tested in accordance with manufacturer standards.
5.
Reports are generated, stored and retrieved.
Different paths are used for obtaining information for schedules.
Corrective action is implemented to improve quality of project work.
Reports are used in providing administrative and financial control of the business.
6.
Tasks are prioritised to meet project deadlines.
Analyses of work requirements are compared with relevant business plans and microenvironment.
Potential risks that may affect project performance are recognised and appropriate actions are taken.
Legislation that may impact on the work environment is identified and actions are taken to direct work activities to comply with the legislation.
Requirements are ordered and procured in advance of being required.
For award of the whole qualification, candidates must achieve the required number of credits as specified in the rules of combination in point 15 as well as the criteria specified for integrated assessment in point 18 below.
Should candidates exit the qualification without completing the whole qualification, recognition may be given for each Exit Level Outcome achieved. For award of a particular Exit Level Outcome, candidates must achieve:
All the Core and Elective unit standards associated with the particular Exit Level Outcome as per the specifications contained within each unit standard.
The criteria specified for integrated assessment in point 18 below.
Integrated assessment:
Assessment will take place according to the detailed specifications indicated in the unit standards associated with each exit level outcome.
Over and above the achievement of the specified unit standards, evidence of integration will be required as per the following broad criteria, all within the context of workplace activities.
Assessors should note that the evidence of integration (as below) could well be presented by candidates when being assessed against the unit standards – thus there should not necessarily be separate assessments for each unit standard and then further assessment for integration. Well designed assessments should make it possible to gain evidence against each unit standard while at the same time gain evidence of integration.
Candidates must demonstrate the ability to engage in the operations selected in an integrative way, dealing with divergent and “random” demands related to these work operations, effectively. Evidence is required that the candidate is able to achieve the purpose of the qualification as a whole at the time of the award of the qualification. Integration of skills will be demonstrated through the achievement of the core operational standards.
Assessment principles:
Assessment should be in accordance with the following general and specific principles:
The initial assessment activities should focus on gathering evidence in terms of the main outcomes expressed in the titles of the unit standards to ensure assessment is integrated rather than fragmented. Where assessment at title level is unmanageable, then the assessment can focus on each specific outcome, or groups of specific outcomes. Take special note of the need for integrated assessment.
Evidence must be gathered across the entire range specified in each unit standard, as applicable. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to prove that the candidate is able to perform in the real situation.
All assessments should be conducted in accordance with the following universally accepted principles of assessment:
> Use appropriate, fair and manageable methods that are integrated into real work-related or learning situations.
> Judge evidence on the basis of its validity, currency, authenticity and sufficiency.
> Ensure assessment processes are systematic, open and consistent.
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