New Nated BUSINESS Curriculum Comparison Grid N5 & N6

N5 –N6 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 Business and Engineering curricula PART 2

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 Updated and modernised content Content removed

SUPPORTING YOU THROUGH

NATED 2021 CURRICULUM IMPLEMENTATION

TVET FIRST

TVET FIRST

Contents Business N5 Applied Management N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

Travel Office Procedures N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

Travel Services N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

Implementation Dates 2022

SUPPORTING YOU THROUGH

NATED 2022 CURRICULUM IMPLEMENTATION

Business N6 Applied Management N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15

Business Studies

Engineering

Communica on N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18

Semester 1

Trimester 1

Computer Prac ce N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40

Applied Management N6

Mathematics N4

Informa on Processing N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47

Communication N6

Building & Structural Construction N4

Computer Practice N6

Building & Structural Surveying N4

Travel Office Procedures N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

52

Information Processing N6

Building Administration N4

Travel Office Procedures N6

Engineering Science N4

Engineering N6

Travel Services N6

Electrotechnics N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62

Mechanotechnics N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

72

Quan ty Surveying N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

80

Computerised Financial Systems N4 Entrepreneurship & Business Management N4

Semester 2

Trimester 2

Computerised Financial Systems N5

Mathematics N5

Entrepreneurship & Business Management N5

Building & Structural Construction N5 Building & Structural Surveying N5 Building Administration N5 Strength of Materials & Structures N5

Implementation Dates 2023 Business Studies

Engineering

Semester 1

Trimester 3

Computerised Financial Systems N6

Mathematics N6

Entrepreneurship & Business Management N6

Building & Structural Construction N6 Building & Structural Surveying N6 Building Administration N6 Strength of Materials & Structures N6

LECTURER’S GUIDES available for all STUDENT’S BOOKS 85

Business

1

TVET FIRST

Applied Management N5

Main changes to the curriculum • Introduc on of the latest technological systems used in the hotel and related industries.

• Some addi ons or removals in each module.

Changes to the previous curriculum

New content

Module 1: Introduc on (10%) • Was 5%

1.1.1

Terminology: interpersonal skills, rapport, professional behaviour, poise, deportment, ancillary, revenue genera ng, non-revenue genera ng

1.2.2

Describe ways to establish a rapport with clients.

1.2.3

Explain the importance of maintaining a professional rela onship with clients/ professional behaviour toward clients.

1.2.5

Social media presence

1.3.1

Name and describe the different suppor ng services in the hospitality industry: housekeeping (i.e. room a endant, supervisor), public and service area cleaning, room’s division staff (including: front desk a endant, valet parking, concierge, general maintenance, laundry services).

1.3.2

Name and describe the different ancillary services in the hospitality industry: travel insurance, car hire, transfers to the hotel, currency exchange.

1.3.3

List the revenue-genera ng areas in an accommoda on establishment (guest and func on rooms, food and beverage, bars, laundry) and non-revenue genera ng areas in an accommoda on establishment (front office, marke ng, human resources, finance, maintenance, security).

2.1.1

Terminology: front of house, back of house, banque ng, organisa onal structure, grading

• Terminology (LC 1.1) – Added a new learning content sec on on terminology.

• Professional behaviour (LC 1.2) – ‘Social skills’ have been changed to ‘interpersonal skills’ and students must now explain the importance of these skills for a front office manager/staff interac ng with clients.

– Added three new learning outcome sec ons (LO 1.2.2, LO 1.2.3, LO 1.2.5) covering rapport, professional rela onships and social media presence.

– Expanded upon the concepts of ‘Poise and deportment’ and students must now describe how these create a professional impression with clients and improve the image of the establishment.

• Suppor ng and ancillary services (LC 1.3) – Was ‘Suppor ng services’.

– Used to be one outcome of ‘Name and describe shortly the different suppor ng services in the hospitality industry’.

– Now has three full outcomes: two are completely new, one has new content.

Module 2: Organisa on and grading (10%) • Terminology (LC 2.1) – Added a new learning content sec on on terminolog.

Applied Management N5

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Applied Management N5

Changes to the previous curriculum

New content

• Du es are now specified as those performed by recep onists on different shi s.

2.2.1

Newly specified establishments in this learning outcome are: B&Bs, lodges, Airbnb, resorts, apartments and chalets.

2.5.3

Draw up a schedule of work for each employee according to different front of house posi ons.

2.6.5

Explain the Code of Conduct that different management levels should adhere to in an accommoda on establishment.

3.1.1

Terminology: personal a ributes/ quali es, enquiries, confiden al, e que e, complainant, cau ous, communica on

3.5.1

Differen ate between verbal and non-verbal communica on.

3.5.2

Explain how to use both communica on methods effec vely when dealing with guests.

3.5.3

Explain the use of basic telephone e que e when dealing with guests.

3.5.4

Discuss the importance of confiden ality of a guest’s informa on.

4.1.1

Hotel recep on terminology: adjoining room, suite, concierge, tariff, ameni es, check-in, check-out, reserva on, room service, brochures, walk-ins, back-to-back reserva ons, guaranteed arrivals, VIP, overbooking

• Different organisa on structures (LC 2.2) – Specified more establishments • Du es for different posi ons within the hospitality establishment (LC 2.3) – Now specified that it is for all front and back of house posi ons.

• The different departments and responsibili es of different departments and the type of services they provide (LC 2.5) – No longer specifically for the rooms division.

– Now need to explain benefits of an establishment being graded (not only list).

– Removed the LO: List the condi on of par cipa on to the new na onal grading and classifica on scheme.

Module 3: The recep onist (10%) • Terminology (LC 3.1) – Added a new learning content sec on on terminology • Dealing with enquiries and complaints in the front office (LC 3.4) – No longer use reference books, just documents.

• Communica on with guests (LC 3.5) – Completely revised all learning outcomes into four new learning outcomes.

Module 4: Recep on – Front office (20%) • Was 25% • Removed ‘Basic recep on du es performed during various shi s’ from this module and placed it in Module 2.

• Look at recording reserva ons electronically.

• Electronic capturing of no fica ons and records for check-in/check-out of guests.

Applied Management N5

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TVET FIRST

Applied Management N5

Changes to the previous curriculum

New content

• Terminology (LC 4.1)

4.3.1

Describe the use of different marke ng material in the recep on area.

4.6.2

Iden fy different so ware used in hospitality establishments for reserva ons.

4.6.5

Explain direct and indirect online reserva ons.

– Specified the learning content in the sec on on hotel recep on terminology.

• Recep on area layout and du es of staff (LC 4.2) – Specific areas have now been listed for illustra on on the diagram layout.

– Basic rules of behaviour must now be described for all front of house staff, not only recep on staff.

• Brochures and tariff structures (LC 4.3) – Now talk about all-encompassing ‘marke ng material’ as opposed to just ‘brochures’ • Methods of booking a reserva on (LC 4.5) – Split into methods for guests booking and methods for hotels booking.

• Recording the reserva on (LC 4.6) – New content added to cover technology and so ware.

• Other methods of recording reserva ons (LC 4.7) – Removed: Compare the rack system with the hotel (bookings) diary.

• Check-in and check-out of guests (LC 4.10) – Removed content on informa on needed for registering aliens and comple ng aliens’ forms.

– Changed ‘chance’ guests to ‘walk-in’ guests.

• Room status (LC 4.11) – Removed the Whitney system (room board and room status rack).

Module 5: Legal aspects – Front office (10%) • Registra on of guests (LC 5.3) – Now references the Immigra on Act (13/2002) instead of the Aliens Registra on Act. – Requires the lis ng of informa on for all guests instead of aliens.

• The rights of the proprietor/hotelier/innkeeper (LC 5.5) – Removed content on explaining the significance and usage of the right of lien.

Applied Management N5

4

TVET FIRST

Applied Management N5

Changes to the previous curriculum

New content

Module 6: Ancillary services (5%) • Special requests of guests (LC 6.1) – Examples of special dietary requirements and notable dates have now been listed; allergy-based bedding has been added as a special request; car services has been removed.

• First aid (LC 6.2)

6.2.1

Explain the importance of iden fying emergency situa ons quickly and correctly.

6.2.2

Explain why untrained personnel should not administer first aid in an emergency situa on.

6.2.3

Know who the first aider is on site and how to contact the person.

6.2.4

Explain the steps to take when conduc ng a Primary Survey in an emergency situa on.

6.2.5

Iden fy visible vital signs that indicate the physical condi on of a pa ent.

– Four new LOs have been added.

– When applying the concepts of first aid, students must now also know the contents of a first aid box and where to locate it (LO 6.2.7).

– Students must now complete a basic first aid programme and obtain a cer ficate.

• Security precau ons (LC 6.3) – Syllabus now lists ways in which guests’ property can be safeguarded (armed response and card entry) and ways in which premises can be safeguarded (CCTV, fingerprint access control, guest/staff photos).

Module 7: Handling money and billing (20%) • Methods of payment (LC 7.12)

7.12.7

– Methods of payment have now been listed by the syllabus and students must be able to explain each, not just list them.

Briefly explain how the hotel cashier can quickly establish if a credit/debit card is good for payment.

7.12.8

– The main change in this LC is the removal of cheque LOs and the addi on of card payment LOs.

Summarise the advantages of using a credit/debit card/EFT compared to using cash for payment.

7.12.9

List the guidelines to the cashier when accep ng payment by credit/debit card.

– Removed: When and how ledger payment facili es are offered and cashier’s instruc ons for payment by credit ledger accounts.

7.12.10 Set out the procedure the cashier has to follow if there is any doubt about the card payment.

Module 8: Selling and the front office (15%) • Selling methods (LC 8.3)

8.3.4

Explain upselling and cross-selling.

– Added new content.

8.3.5

Name typical examples of upselling and cross-selling of hotel products.

8.3.7

Discuss the AIDA principle in sales and marke ng with regard to online sales e.g. websites.

– Removed the LOs on USPs. – Change the focus of the AIDA principle to online SALES.

Applied Management N5

5

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Applied Management N5

Changes to the previous curriculum

New content

• Aids of sales (LC 8.6) – Removed LO of iden fying printed material used by hotels.

– Included non-financial rewards in successful sales campaigns.

Important points 1. This version of the book contains all of the changes to the curriculum.

2. There is a Lecturer’s Guide with: • background informa on • comprehensive answers • marking guidelines • links to online materials to support teaching • four class tests with marking memoranda • printable resources such as blank conven onal charts, density charts and registra on confirma on forms.

Features of TVET First Applied Management N5 • • • • • • • • • • • • •

Fully updated and aligned with the new 2021 curriculum Packed with examples and ac vi es to help students Step-by-step examples to aid explana ons of new syllabus addi ons Tables and bulleted lists to help with understanding comparisons and explana ons Images to aid with explana on Forms with real-life examples to make procedure understandable and easy to remember Case studies to relate the content to the working world and help students apply their knowledge Starter ac vi es to help s mulate discussions for learning Summaries and exam-type summa ve assessments at the end of each module are indispensable tools for revision and exam prepara on Important terminology clearly explained and highlighted to help students understand difficult concepts and overcome language barriers A three-hour mock examina on set in the same style as a DHET exam Extensive Lecturer’s Guide with ac vity answers (including marking guidelines) Lesson and teaching plans now incorporated via the six-month plan TVET First author

Shawn Green

Applied Management N5

6

TVET FIRST

Travel Office Procedures N5

Changes to the previous curriculum

New content

BRAND NEW CONTENT: Module 1: Introduc on to entrepreneurship and accoun ng principles

LO 1: Introduc on to entrepreneurship

LO 1.1 Introduc on to entrepreneurship and accoun ng principles

• 1.2 Differen ate between intrapreneur and entrepreneur.

• 1.1 Define entrepreneurship.

• 1.3 Differen ate the SKAV (Skills, Knowledge, A tudes, Values) of entrepreneurial behaviour in rela on to tourism.

• 1.4 Describe types of small businesses that are legal in South Africa.

• 1.5 Advantages and disadvantages of small business types.

Module 8: Wages Journal (all new content)

LO 8: Wages Journal • 8.1 Complete a Wages Journal, including hourly wage system and over me remunera on.

• 8.2 Record employee’s deduc ons: Pension fund, PAYE, UIF and Medical fund.

• 8.3 Record employer’s share of deduc ons: Pension fund and Medical fund.

• 8.4 Close off the Wages Journal.

Module 9: Trial balance (second bullet is new)

Module 9: Trial balance • 9.1 Extract General Ledger balances and list these to test the validity of bookkeeping.

• 9.2 Explain the difference between the Balance Sheet sec on and the Nominal Accounts sec on.

Module 10: Financial Statements: Income Statements and Balance Sheet (first bullet is new)

Module 10: Financial Statements: Income Statements and Balance Sheet • 10.1 Sources of financing relevant to tourism establishments: – Capital (fixed/working capital/growth) – Equity financing – Borrowed capital

Travel Office Procedures N5

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TVET FIRST

Travel Office Procedures N5

Changes to the previous curriculum

New content

OLD CONTENT 1995 SYLLABUS THAT HAS BEEN REDUCED IN 2021 SYLLABUS : Reduced content in the 2021 syllabus for LO 2.7 Balancing the General Ledger accounts: In the 1995 syllabus, students were required to post all the totals from the journals to the accounts. In the 2021 syllabus, they are only required to post the totals from the bank columns and balance the bank account in the General Ledger.

OLD CONTENT 1995 SYLLABUS ORDER IN 2021 SYLLABUS :

Module 7: Balancing the General Ledger accounts • 7.1 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.

NEW PLACE/

Source documents now appear in every unit where the specific journal is taught. See Module 2–5.

OLD CONTENT 1995 SYLLABUS THAT DOES NOT APPEAR IN THE 2021 SYLLABUS FOR TOP N5: Module 2: Principles of South African law 1. South African law 2. Law of contracts 3. Contracts on purchase of sale The sec on on law has moved to TOP N6 and the outcomes have been expanded on. The law module has been replaced by the new content in Module 1 Introduc on to entrepreneurship and accoun ng principles in the TOP N5 2021 syllabus.

Important points 1. This version of the book contains all of the addi ons and changes to the new syllabus and follows the order of the syllabus.

2. There is a Lecturer’s Guide with: • background informa on • suggested teaching plans • lesson plan templates

Travel Office Procedures N5

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TVET FIRST

Travel Office Procedures N5

• comprehensive answers • memorandum to the prac ce exam.

3. There is a Workbook with space to answer every ac vity and the prac ce exam in the Student’s Book.

Features of TVET First Travel Office Procedures N5 • The book is fully aligned with the new 2021 curriculum – our book follows the structure of the new syllabus to make it easy for you to follow the syllabus. See the overview of outcomes at the beginning of each module that are linked to the syllabus.

• Every module begins with a ‘starter ac vity’ that has been designed to determine what the student’s prior/ exis ng knowledge is before star ng the module. The starter ac vity also introduces students to the new content and links the content to their exis ng knowledge.

• The book has an open and fresh layout, with user-friendly text that is easy to read. See key words boxes in the margins that highlight and define key terms.

• Concepts are clear and easy to follow, with worked examples and step-by-step explana ons.

• The content and number of ac vi es are also aligned with the prescribed weigh ng of the syllabus. This is outlined in a useful six-month teaching plan.

• The book also includes case studies combined with ac vi es to give students the opportunity to engage with the content in real-life scenarios and apply their knowledge of accoun ng to find the answers.

• Useful summaries appear at the end of every module. The summaries will assist students while studying to give them a good overview of what they should know.

• 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 reading and answering exam-style ques ons.

• 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 syllabus.

• The Lecturer’s Guide includes a useful overview of the learning outcomes and learning content, which can be used to compile your own six-month teaching plan.

TVET First author Michelle Fourie

Travel Office Procedures N5

9

TVET FIRST

Travel Services N5

This document contains important informa on about the revised curriculum for Travel Services N5 for implementa on in 2021.

In the le -hand column we explain how the previous curriculum has been revised, and in the right-hand column we list the new content.

Main changes to the curriculum • The 14 learning content points have been grouped into nine modules.

• BSP is now covered under industry organisa ons rather than as an individual point.

• New content has been added on: – codes – baggage (added back into syllabus) – electronic air ckets (replaces manual air cket content) – Electronic Miscellaneous Documents – special fares.

• Removed content rela ng to: – manual ckets (now only used for training purposes) – MCOs and MPDs – issuing of PTAs – restricted flights.

Modules and weigh ng Marks allocated per sec on: Sec on A

All modules

40

Module 4

Domes c fares

30

Module 5

The air cket

30

Module 6

Credit cards

15

Module 7

Electronic Miscellaneous Document (EMD)

25

Module 8

Refunds

30

Module 9

Point-to-point

30

Sec on B

Total marks allocated

200

Travel Services N5

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Travel Services N5

Changes to the previous curriculum

New content

Module 1: Industry organisa ons • Combina on of the following learning content points: 1) Organisa ons, 2) IATA Conference areas, 4) anding rights, and 14) BSP. • WHO is now grouped under UNWTO. Module 2: Mapwork

Module 2

• Combina on of the following learning content points: 3) Mapwork (loca on of airports), 6) Time differences, and 7) Actual flying me.

1.1 Quote the codes for domes c, regional ci es and airlines.

1.2 Iden fy the interna onal (world) city codes.

• New content added on codes.

• Removed the specifica on for iden fying ci es on a world map.

Module 3: Baggage

Module 3

• New module (re-introduced into syllabus).

1.1 Define the term baggage.

1.2 Explain the difference between checked and unchecked baggage.

1.3 Explain the difference between the weight and piece concept.

1.4 Iden fy dangerous goods.

Module 4: Domes c fares

Module 4

• New module with clear specifica ons.

1.1 Calculate and quote fares for domes c flights, which have the following: • surface sector • open segment.

1.2 Explain the flight rules considering the normal fares and the special fares.

Module 5: The air cket

Module 5

• Content has changed from manual ckets to electronic ckets.

1.1 Explain how to validate the air cket by sta ng the:

• New content added on electronic ckets, Transi onal Automated Ticket entries and cke ng for surface sector.

• Combina on of new content and the following learning content points: 8) The manual air cket (with changes to electronic ckets), 9) Conjunc on ckets, and 12) PTAs.

• equipment used • procedure in the correct order • items that are imprinted on the cket.

1.2 State the general rules regarding: • the components of travel documents • validity of the travel document •

me limits

Travel Services N5

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Travel Services N5

Changes to the previous curriculum • Removed informa on related to the issuing of a PTA and the distribu on of MPD coupons.

New content • interline agreements • comple on of electronic cket • cancella on of a cket • transfer of a cket (not permi ed).

1.3 Explain the procedure or rule for issuing an ETKT. 1.4 Name and explain the electronic flight coupons to be carried out in the travel agency when handling the following coupons of an ETKT: • Audit coupon • Agent coupon • Flight coupons • Passenger coupon 1.5 Status when issuing airline documents, use the following AIRIMP (IATA Reserva ons Interline Message Procedures Passengers’) codes: • OK (confirmed seat) • RQ (waitlisted) • NO (open segment) • NS (no seat) • SA (stand-by) • Aircra class of service codes • Month abbrevia ons • Miscellaneous abbrevia ons • Wheelchairs • Meal codes 1.6 Issue the electronic cket, including entries for: • flight coupons • endorsements • stopovers (x/o) • remi ance area • tours, and fares, using the Airline Fares sheets, when given a cket specimen, relevant data, me table and fares table.

2.1 State guidelines/sequence for the TAT/HFC format.

3.1 Issue a surface sector cket.

4.1 Define a conjunc on cket.

Travel Services N5

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Travel Services N5

Changes to the previous curriculum

New content

Module 7: Electronic Miscellaneous Document (EMD)

Module 7 1.1 Define the EMD. 1.2 Types and uses of an EMD and various related codes.

1.3 Interpret the EMD. 1.4 Calculate and quote the fare for a group.

1.5 Issue a Group Deposit EMD.

• New module.

Module 8: Refunds

Module 8

• Was ‘Rerou ng’.

2.4 Issue Refundable Balance EMD.

• Content rela ng to MCOs and MPDs removed.

2.5 Upgrading of domes c special fares.

• New content rela ng to EMDs and refunds added.

3.1 Easy refunds: • for unused travel document • against a par ally used travel document.

3.2 Issue Refundable Balance EMD.

Module 9: Point-to-point fares

Module 9

• New content rela ng to ETKTs added.

2.2 Issue the ETKT using normal fares.

• Categories of special fares have now been listed.

3.2 Categories of special fares include: • excursion fares • special excursion fares • Apex fares.

3.3 Issue the ETKT using special fares.

Features of TVET First Travel Services N5 The Student’s Book • Fully updated and aligned with the new 2021 curriculum.

• Wri en and updated by a lecturer with more than 20 years of experience in the industry and in lecturing.

• Packed with examples to help students understand and apply the correct techniques.

• Step-by-step methods to aid explana ons.

• Case studies with real-life situa ons to help students apply concepts.

• Tables, bulleted lists and images to aid with explana on.

• Starter ac vi es to s mulate discussions for learning.

• Summaries at the end of each module for revision and exam prepara on.

• Important terminology, clearly explained and highlighted, to help students understand difficult concepts and overcome language barriers.

• Exam ps to help students remember key points as they revise for exams.

Travel Services N5

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TVET FIRST

Travel Services N5

• ‘See it online’ links to provide access to online resources and research sites to further students’ knowledge of key concepts.

• Ac vity boxes that link to the Workbook for ease of access.

The Workbook • Packed with ac vi es based on real-life situa ons, with blank forms to help students prac se applying the correct techniques.

• Exam-type summa ve assessments at the end of each module to help with revision and exam prepara on.

• Examples of domes c fare training extracts and PTM Fare, rule and SC extracts to assist students with prac sing comple ng ckets and calcula ons.

• A prac ce exam to help students prepare for exams.

This version of the book contains all of the changes to the curriculum.

The Lecturer’s Guide • Contains comprehensive answers.

• Gives full mark alloca ons to aid with marking and exam prepara on.

• Provides teaching and learning strategies.

• Has lesson and teaching plans now incorporated via the 17-week plan and overview of learning outcomes.

• Contains two class tests with memoranda for lecturers to use as assessments.

• Has links to relevant videos and online materials.

• Provides printable resources.

TVET First author Monique Jacobs

Travel Services N5

14

TVET FIRST

Applied Management N6

This document contains important informa on about the revised curriculum for Applied Management N6 for implementa on in 2021.

In the le -hand column we explain how the previous curriculum has been revised, and in the right-hand column we list the new content.

Main changes to the curriculum • Addi on of content to management concepts in Module 1.

• Change in order of content in Module 6.

Modules and weigh ng MODULES

NEW WEIGHTED VALUE

OLD WEIGHTED VALUE

1. Introduc on to management concepts

10

5

2. Labour rela ons and regulatory challenges

15

15

3. Job design and job analysis

15

10

4. Produc vity

15

20

5. Performance management and performance appraisal

15

10

6. Marke ng management in the hospitality industry context

10

20

7. Control systems and technology

20

20

TOTAL

100

100

Changes to the previous curriculum

New content

Module 1: Introduc on to management concepts

Module 1 1.1.1

Define the term management.

• Added content rela ng to management ac vi es, func ons, levels, skills and roles under learning content points 1.1–1.4.

1.2.1

List management ac vi es within the hospitality context.

1.3.1

Briefly describe management func ons in rela on to hospitality sector e.g. planning, organising, coordina ng, staffing, direc ng and controlling.

1.4.1

Briefly recap the different levels of management in different company sizes, skills required in each level and roles of personnel in each level.

• Removed content on produc vity and marke ng management

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Applied Management N6

Changes to the previous curriculum

New content

Module 2: Labour rela ons and legisla on

Module 2

• Effec ve communica on is now covered under ‘healthy employer employee rela onships’.

2.1.3

List relevant legisla on in the place of work.

2.1.4

Discuss how to manage diversity in the workplace.

• New content added on legisla on, diversity and collec ve bargaining.

2.2.2

Discuss the importance of collec ve bargaining in the workplace.

• Content removed from Termina on of services – students are now only required to name the forms of termina on.

Module 3: Job design and job analysis

Module 3

• New content added on Job design.

3.1.1

Define job design.

3.1.2

Discuss issues impac ng on the design of jobs.

3.1.3

Understand the effect of job design on employee mo va on and performance.

Module 4: Produc vity • Sec on on Applied work study in a food service unit removed.

Module 5: Performance management and appraisal • New content covering: performance management, appraisal, criteria, legal considera ons.

• Performance appraisal objec ves have been split into two categories: evalua ve and developmental objec ves.

• Evalua on techniques are now referred to as the ‘Appraisal process’.

Module 5 5.1.1

Discuss the difference between performance management and performance appraisal.

5.2.1

Differen ate between the three types of performance criteria.

5.3.1

Name and briefly describe the objec ves of performance appraisal: • Evalua ve objec ves • Developmental objec ves

5.4.1

Discuss general guidelines to develop a performance appraisal system.

5.4.2

Explain legal considera ons when conduc ng a performance appraisa.

• Content on ra ng scales removed.

Module 6: Marke ng management in the hospitality industry context • Changed the order of content – all three marke ng concepts are now taught before the 4Ps. • Goal orienta on from the marke ng concepts removed.

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Changes to the previous curriculum

New content

• Removed governments from environmental factors.

Features of TVET First Applied Management N6 The Student’s Book • Fully updated and aligned with the new 2021 curriculum.

• Packed with ac vi es to help students understand and apply the content.

• Contains the following features: – Tables, bulleted lists and images to aid with explana ons.

– Case studies to help students apply concepts to real-life situa ons.

– Starter ac vi es to help s mulate discussions for learning.

– Summaries and exam-type summa ve assessments at the end of each module for revision and exam prepara on.

– Important terminology, clearly explained and highlighted, to help students understand difficult concepts and overcome language barriers.

– ‘See it online’ links providing access to online resources and research sites to further students’ knowledge of key concepts.

– A prac ce exam to help students prepare for exams.

This version of the book contains all of the changes to the curriculum.

The Lecturer’s Guide • Contains comprehensive answers.

• Gives full mark alloca ons to aid with marking and exam prepara on.

• Has lesson and teaching plans now incorporated via the 17-week plan and overview of learning outcomes.

• Contains two class tests with memoranda for lecturers to use as assessments.

• Has links to relevant videos and online materials • Provides printable resources.

TVET First author Tevia Krul

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76 new learning outcomes; 118 learning outcomes removed Changes in weigh ng 1995 CURRICULUM: Recall

Comprehension

Applica on

Analysis

Synthesis

Evalua on

10–15

20–25

25–30

15–20

10–15

10–15

2021 CURRICULUM: Paper 1 – Correspondence Knowledge

Applica on/Comprehension

Analysis/Synthesis/Evalua on

10–20

30–50

30–40

Knowledge

Applica on/Comprehension

Analysis/Synthesis/Evalua on

20–30

20–40

20–40

Paper 2 – Theory

Changes in mark alloca ons in the exams 1995 Curriculum: (One paper) Sec on A Précis, core notes, concise communica on, graphic material, cri cal evalua on and edi ng

= 25

Le ers, reports and mee ng correspondence

= 75 100

2021 Curriculum: (Two papers) Paper 1: Correspondence Theore cal ques ons rela ng to the usage and applica on of correspondence documents

= 5

Concise communica on, electronic correspondence, cri cal evalua on and edi ng, press release, programme for an event

= 30

Le ers, reports, mee ng correspondence

= 65 100

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1995 Curriculum: Sec on B Mo va on

= 20

Problem-solving and decision-making

= 15

Coping with conflict

= 30

Stress

= 20

Interviewing

= 15 100

2021 Curriculum: Paper 2: Theory Mo va on

= 25

Problem-solving and decision-making

= 20

Coping with conflict

= 20

Coping with stress

= 20

Interviews

= 15 100

Changes in learning content (first column of the curriculum) Module 1: Mo va on 15 new learning outcomes, plus the following: • New sec on: Herzberg’s two-factor theory is introduced in a new sec on on ‘Mo va on theories’.

• Idea of ‘Deficiency and growth in internal mo va on’ has been added.

• Nature of mo ves and needs now also includes preconscious mo ves.

• ‘Condescending confidence and trust in employees’ is now ‘Almost no confidence and trust in employees’.

• New: Four leadership styles – autocra c; consulta ve democra c, par cipa ve democra c; laissez-faire or free reign.

• Supervision also includes feedback to subordinates; and scheduling, regula ng and monitoring tasks effec vely.

• Posi ve results of sa sfac on of needs also include improved and be er communica on leading to an environment with more harmony.

Module 2: Problem-solving and decision-making 8 new learning outcomes, plus the following: • Developing alterna ve solu ons also includes standard, obvious solu ons; crea ve solu ons; relying on exper se; drawing on past solu ons and brainstorming sessions.

• ‘Deciding on the best solu on’ has become ‘Evaluate alterna ve solu ons’ and ‘Selec on of the best alterna ve’.

• Separate sec on: ‘Follow-up, evalua on and control of the implemented decision’.

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Module 3: Coping with conflict 11 new learning outcomes, plus the following: • The tradi onal view of conflict has been added.

• Working condi ons are spelt out as unfair labour prac ce, unrealis c work expecta ons, workload, etc.

• Bullying and harassment have been added as causes of conflict.

• Approaches to coping with conflict have been grouped into personal lifestyle approach, general workplace approach, and formal third-party resolu on.

• Compe ng, compromising and collabora ng have been added.

• New subsec on: Informal mechanisms for solving conflict – nego a on, consulta on and persuasion.

Module 4: Coping with stress This is a new module, using content that was previously in Module 3.

3 new learning outcomes, plus the following: • Physical effects also include sweaty palms.

• Emo onal effects are listed separately as depression, anxiety, anger, irritability, restlessness, etc. ‘Neuroses’ has been removed.

• ‘Personal living condi ons’ has become ‘Life stressors’.

• ‘Working environment’ has become ‘Work stressors’.

• Ways to cope with stress also include being physically healthy, changing your a tude and elimina ng unhealthy coping mechanisms.

• The development of conflict to stress and vice versa has been added.

Module 5: Interviews (previously Module 4) 12 new learning outcomes, plus the following: • The former ‘Types of interviews’ are now ‘Categories of interviews’.

• New sec on: Types of interviews are listed as phone interviews, group interviews, one-on-one interviews, competency-based interviews, case interviews, open job interviews, behavioural interviews, lunch or dinner interviews, online interviews and video interviews.

• ‘Hints for the interviewer in the interview situa on’, ‘Guidelines for the interviewee’ and ‘Guidelines for the interviewer’ have been grouped together as the ‘Interview prepara on phases – before, during and a er’ for both the interviewer and the interviewee.

• Types of interview ques ons now include reflec ve ques ons.

• Common interview mistakes now also include bias, rushing, the halo effect, lack of interview skills and stereotyping.

• Criteria for evalua ng applicants have been listed as didac c knowledge, competency skills, communica on skills, and reasoning or judgement, etc.

• Radio and television interviews have been removed.

• New sec on: Curriculum vitaes and resumés (Impressing the prospec ve employer to make an appointment with the candidate for an interview; How to create an online presence).

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Module 6: Language usage (previously Module 5) 5 new learning outcomes, plus the following: • Extension and reduc on of core notes is now in Module 7 (see comparison there).

• Précis wri ng has been removed.

• New sec on: Formal and informal communica on styles in first, second and third person.

• Proofreading and edi ng of wri en work are included here (previously in Module 10).

• Graphic material now also includes emo cons and icons.

Module 7: Concise communica on (previously Module 6) 12 new learning outcomes, plus the following: • Core notes are discussed in this module.

• Telegrams have been removed.

• New sec on: Forms, including job applica on forms (e.g. Z83), accident/incident feedback forms, waybills, business documents (opening of an account, admission to hospital, etc.) and checklists.

• Electronic bulle n boards are new.

• Simple display adver sements have been removed.

• New sec on: Ques onnaires.

• I neraries have been removed.

• New sec on: Electronic communica on – emails, text messages, Twi er, social networking (LinkedIn, Myspace, Facebook), websites, wikis and blogs.

Module 8: Business le ers (previously Module 7: Le ers) 1 new learning outcome, plus the following: • Cards have been removed.

• The format of the press release has been removed.

Module 9: Mee ng correspondence (previously Module 8: Mee ng procedure) 3 new learning outcomes, plus the following: • No ces, agendas and minutes of weekly mee ngs have been added.

• Minutes of annual general mee ngs have been added.

• Cards and the format of the press release have been removed.

Module 10: Reports (previously Module 9) 6 new learning outcomes, plus the following: • Argumenta ve reports have been added.

• New sec on: Evalua on reports.

• New sec on: Reflec ve reports.

Module 11: Cri cal evalua on of wri en, visual and oral communica on material (previously Module 10)

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Previous Module 11 (Oral communica on) has been removed.

Previous Module 12 (Development of listening skills) has been removed.

Differences in learning outcomes (second column of the curriculum) Previous curriculum

2021 curriculum

Module 1: Mo va on

Module 1: Mo va on

• Define the concept mo va on.

• Define the concept mo va on.

• Understand and prac cally apply the two theories.

(Use case studies.)

• Dis nguish between the two theories.

• Discuss the psychological and physiological needs experienced.

• Give prac cal examples to illustrate the influence of the different needs on mo va on.

• Iden fy needs from given case studies with reference to the above theories.

• Explain the importance of focusing and maintaining ac on in mo va on.

• Discuss the nature of mo ves.

• Explain the difference between a conscious, subconscious and preconscious mo ve.

• Recognise a goal ac vity and a goal-directed ac vity.

• Give examples of factors that will influence mo va on in the workplace.

• Explain the different policies followed by management.

• Iden fy the leadership style behind the given policy.

• Iden fy a par cular management policy from a given case study.

• Assess the posi ve or nega ve results of a par cular management policy on staff mo va on.

• Iden fy and/or explain in which situa ons a specific policy would be beneficial.

• Discuss the psychological and physiological needs experienced by man.

• Give prac cal examples to illustrate the influence of the different needs on mo va on.

• Iden fy needs from given case studies.

• Explain the importance of focusing and maintaining ac on in mo va on.

• Discuss the nature of mo ves.

• Explain the difference between a conscious and a subconscious mo ve.

• Recognise and dis nguish between a goal ac vity and a goal-directed ac vity.

• Give examples of factors that will influence mo va on in the workplace.

• Explain the different policies followed by management.

• Iden fy a par cular management policy from a given case study.

• Assess the results of a par cular management policy on staff mo va on.

• Describe and recognise supervision which would be conducive to the mo va on of staff.

• Evaluate leader behaviour in a given situa on.

• Iden fy realis c and a ainable goals.

• Evaluate the relevancy of goals described in case studies.

• Discuss Herzberg’s theory.

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Previous curriculum

• Apply Herzberg’s theory to given case studies.

• Describe the ideal working environment.

• Determine the effect a par cular working environment (from a case study) has on staff morale.

• Discuss ways and means of addressing the nega ve aspects.

• Describe the effect/s that the sa sfac on of need/s would have on the mo va on or u lisa on of human resources in a company.

• Discuss situa ons and ac ons (case study) that would posi vely or nega vely affect working condi ons.

• Describe the effect the sa sfac on or obstruc on of a need would have on communica on.

• Infer from a given verbal or non-verbal communica on situa on a possible reason for the use of certain words, expressions or ac ons.

2021 curriculum • Define the concept supervision.

• Explain why goals must be clearly defined, realis c and a ainable.

• Iden fy different types of feedback and the influence good feedback has on mo va on.

• Discuss how to schedule, regulate and monitor tasks.

• Describe the influence of in/effec ve supervision on mo va on in the workplace.

• Iden fy proficient supervision in a case study.

• Apply Herzberg’s theory from given case studies.

• Explain the difference between a pay-off and a reward.

• Understand the effect of monetary rewards as recogni on (e.g. merit, vouchers, incen ves).

• Iden fy different types of recogni on in the workplace that influence mo va on.

• Iden fy where different types of pay-off and rewards fit into Herzberg’s theory by pinpoin ng it in a case study.

• Describe the ideal working environment which will influence mo va on posi vely in the workplace.

• Link the lower-level needs of Maslow’s and Herzberg’s mo va on theories to these basic needs.

• Describe the effect/s that the sa sfac on of need/s would have on the mo va on of the individual worker and an organisa on or workplace.

• Describe the effect the blockage of needs would have on the individual.

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Previous curriculum

2021 curriculum

Module 2: Problem-solving and decision-making

Module 2: Problem-solving and decision-making

• Define the concepts decision-making and problemsolving.

• Recognise and discuss the interrela onship between the two concepts.

• Dis nguish between the two concepts.

• Iden fy a problem in a given situa on.

• Recognise the symptoms of the problem as manifested in the workplace.

• Define the concepts problem, problem-solving, decision, and decision-making.

• Recognise and discuss the interrela onship between the two concepts.

• Iden fy factors which play a posi ve or nega ve role in a problem situa on.

• Take part in a role-play to illustrate the value or effect that verbal and non-verbal communica on (both a nega ve and posi ve communica on) have on the decision-making process.

• Draw a model illustra ng the general decisionmaking process and use this to explain the en re process.

• List the different stages in the process.

• Establish (from a given case study) that a problem exists.

• Inves gate the situa on (real or imaginary).

• Collect and analyse appropriate data.

• Determine the origin of the problem, the people involved and their ac ons, factors contribu ng to the problem and the consequences of the problem.

• Define the problem.

• Determine the magnitude of the problem in rela on to other problems or situa ons which have to be dealt with.

• Provide a wri en substan ated statement of the problem.

• Iden fy a number of alterna ve solu ons.

• Discuss factors which may help solve the problem.

• Analyse alterna ve solu ons and determine the consequences of each should they realise.

• Iden fy a problem in a given situa on.

• Recognise the symptoms caused by the problem by referring to the Iceberg and Pareto principles in case studies.

• Iden fy factors which play a posi ve or nega ve role in a problem situa on.

• Role-play to illustrate the effect that verbal and non-verbal communica on (in a nega ve or posi ve communica on context) may have on the decision-making process.

• Draw a model to illustrate the general decisionmaking process and explain how the process works.

• Name the different stages in the process.

• Acknowledge that a problem exists.

• Formulate the exact problem in wri ng.

• Describe benefits that could be gained from pu ng the problem into wri ng.

• Iden fy and formulate a problem in a case study.

• Iden fy a number of alterna ve solu ons.

• Discuss factors which may help in solving the problem.

• Analyse alterna ve solu ons and determine the consequences of each should they realise.

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Previous curriculum

• Priori se possible choices and substan ate decision.

• Decide on the best possible solu on and substan ate this choice.

• Explain implementa on procedure.

• Decide on ways to monitor the process con nually.

• Adapt decisions or procedure to address minor problems experienced during implementa on phase.

• Evaluate final product or situa on.

2021 curriculum • Iden fy a variety of criteria that would help one evaluate alterna ve solu ons.

• Describe techniques that can be applied during the process of evalua on: experimenta on, simula on and the knowledge, experience and objec ve judgement of a manager.

• Iden fy a number of alterna ve solu ons.

• List alterna ve solu ons in order of preference.

• Understand and iden fy various factors that should be taken into account before choosing the best alterna ve.

• Explain the implementa on procedure.

• Decide on ways to monitor the process con nually.

• Adapt decisions or procedures to address minor problems experienced during the implementa on phase.

• Evaluate the final product or situa on.

• Determine the success of the final decision by addressing the goals set.

• Monitor the effect or results.

• Qualify the decision made as op mum, sa sfactory or subop mum.

Module 3: Coping with conflict

Module 3: Coping with conflict

• Define and explain conflict.

• Define and explain stress.

• Describe the rela onship between conflict and stress.

• Discuss contemporary views on conflict in the work situa on.

• Define and explain conflict.

• Define and explain stress.

• Describe the rela onship between conflict and stress.

• Discuss modern views on conflict in the work situa on.

• Compare the tradi onal view of conflict with the modern view of conflict.

• Explain the differences between func onal and dysfunc onal conflict.

• Use a case study to dis nguish between func onal and dysfunc onal conflict in the workplace.

• Name and discuss the different types of conflict.

• Provide examples to illustrate the different types of conflict.

• Iden fy the type of conflict from a given situa on.

• Explain the differences between func onal and dysfunc onal conflict.

• Dis nguish between func onal and dysfunc onal conflict in the workplace (case study).

• Name and discuss the different types of conflict.

• Provide examples to illustrate the different types of conflict.

• Iden fy the type of conflict from a given situa on.

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Previous curriculum

2021 curriculum

• Iden fy the cause of conflict in a given situa on.

• Explain how the aforemen oned factors may cause conflict.

• Discuss ways and means of preven ng possible conflict.

• Dis nguish between posi ve and nega ve consequences of conflict.

• Describe the result of conflict in a given situa on.

• Discuss the consequences of posi ve/nega ve conflict on the group or community.

• Discuss the manifesta on of unsolved conflict.

• Recommend suitable approaches to handle specific conflict situa ons and provide reasons for choice.

• Iden fy the cause of conflict in a given situa on.

• Explain how the aforemen oned factors may cause conflict.

• Discuss ways and means to prevent possible conflict.

• Dis nguish between posi ve and nega ve consequences of conflict.

• Describe the result of conflict in a given situa on.

• Discuss the consequences of posi ve / nega ve conflict on the workplace.

• Discuss the manifesta on of unsolved conflict.

• Recommend suitable approaches to handle specific conflict situa ons. Give a reason for choosing each approach.

• State in which situa on each approach is best used.

• Define the term media on.

• Define the term arbitra on.

• Differen ate between media on and arbitra on.

• Demonstrate the difference between voluntary and binding arbitra on from a given case study.

• Discuss ways in which conflict can formally be resolved.

• Discuss ways in which conflict can formally be resolved.

• Give the reason for disciplinary rules and regula ons.

• Relate the advantages of using formal mechanisms to resolve conflict.

• Define grievance.

• Define discipline in the workplace.

• Differen ate between grievance and disciplinary procedures.

• Relate the advantages of using formal mechanisms to resolve conflict.

• Explain from a given case study how to resolve conflict situa ons in the workplace on an informal level.

• Iden fy barriers to conflict resolu on.

(S ll a part of Module 3)

Module 4: Coping with stress

• (Define and explain stress – see earlier.)

• Define stressors.

• Describe the difference between stress and distress.

• • • •

Define and explain stress.

Define stressors.

Describe the difference between stress and distress.

Iden fy and describe the different phases of stress in a case study.

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Previous curriculum

2021 curriculum

• Iden fy and describe the different phases of stress (case study).

• Name the physical and emo onal effects of stress.

• Analyse the behaviour of a par cular person by iden fying these symptoms.

• Dis nguish between the different reasons for stress in a given situa on.

• Iden fy a probable reason for stress in a specific situa on.

• Classify the two types of personality.

• Point out personality differences and similari es (case study).

• Name the physical, emo onal and behavioural effects of stress.

• Iden fy the effects of all stress-related pa erns.

• Analyse the pa ern of stress of a par cular person by iden fying these signs from a given case study.

• Name and explain the reasons for stress in the workplace by doing desktop research on stress.

• Iden fy a probable reason for stress in a specific situa on (case studies).

• Classify the two types of personality.

• Point out personality differences and similari es from a case study.

• Iden fy ways to cope with stress in the workplace.

• Recommend ac ons for how to alleviate and minimise stress.

• Iden fy behavioural pa erns and recommend ac ons to alleviate stress.

• Give reasons for the recommenda on.

• Explain how personal stress may lead to interpersonal conflict.

• Select specific guidelines which will help a person cope with interpersonal conflict in a given situa on.

Module 4: Interviews

• Explain how conflict results in stress.

• Explain how stress can lead to conflict.

Module 5: Interviews

• Describe the interview procedure and be able to iden fy the various elements.

• Give a diagramma c representa on of the interview situa on.

• Describe the employment interview as a classic interpersonal communica on situa on.

• Iden fy the two principal par es in the interview situa on.

• Explain the objec ves of the interviewer and the interviewee in the interview situa on.

• Describe the psychological implica ons of the rela onship between interviewer and interviewee in the interview situa on.

• Indicate guidelines to ensure that the appropriate psychological climate is created in the interview situa on.

• Define the term interview.

• Give a schema c representa on of the interview situa on.

• Describe the employment interview as a classical interpersonal communica on situa on.

• Iden fy the two principal par es in the interview situa on.

• Explain the objec ves of the interviewer and the interviewee in the interview situa on.

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Previous curriculum

2021 curriculum

• Explain the different approaches adopted by interviewers.

• Describe the techniques and skills which an interviewer should develop.

• Describe the prac cal measures which the interviewer can adopt to ensure a successful interview.

• Explain the importance of these measures.

• Recognise the three phases and explain the objec ves of each phase.

• Describe the kind of ques ons an interviewer might ask.

• Give prac cal examples of common interview ques ons.

• Supply acceptable answers in role-play situa ons.

• Dis nguish between the period leading up to the interview, the interview itself and the follow-up.

• Explain the objec ves of each phase.

• Provide prac cal hints to enable the applicant to perform well in all three phases.

• Assess the performance of the interviewer and the applicant in a role-play or a case study (video).

• Explain the different types of ques ons.

• Give prac cal examples of each type of ques on.

• Describe some of the more common interviewing mistakes.

• Explain the different categories of interviews.

• Name and explain the different types of interviews.

• List the advantages and disadvantages of each of these types of interviews.

• Give hints on how to succeed in an online or phone interview.

• Give prac cal hints on how to prepare for a successful interview (the interviewer and interviewee).

• Give prac cal hints for the interviewer or interviewee during the conduct of the interview.

• Give prac cal hints for the interviewer or interviewee a er the interview.

• Facilitate the phases by using role-play, case studies or video clips in the classroom.

• Recognise the three phases and explain the objec ves of each phase.

• Describe the kind of ques ons an interviewer might ask.

• Give prac cal examples of common interview ques ons.

• Assess the performance of the interviewer and the applicant in a role-play or a case study.

• Explain the different types of ques ons.

• Give prac cal examples of each type of ques on.

• Describe some of the more common interviewing mistakes and how to avoid them.

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Previous curriculum

2021 curriculum

• Describe the criteria used in evalua ng applicants.

• Iden fy these criteria in a sample of typical assessment forms.

• Describe the criteria used in evalua ng applicants.

• Iden fy these criteria in a sample of typical assessment forms.

• Give ps on how to get an employer to no ce a CV or résumé and ask the applicant for an interview.

• Give video or online examples of how to make a good first impression before the interview through electronic media (e.g. LinkedIn).

• Give hints on how to fill in an applica on form.

• Describe radio and television interviews as a communica on process.

• Draw a schema c representa on of the communica on process of a radio and a television interview.

• Describe the different types of interviews.

• Decide which type of interview would be appropriate in a given situa on.

• Describe ways in which the interviewee can prepare for a television or radio interview.

• Give guidelines which will help the interviewee deal with the interview with confidence.

• Analyse the performance of an interviewee in a radio or television interview.

• Rate the success of an applicant in a given situa on.

• Discuss the importance of thorough prepara on and give prac cal examples.

• Describe the approach an interviewer should adopt during the interview.

• Explain the importance of a proper close.

• Discuss the importance of reviewing a er the interview.

Module 5: Language usage

Module 6: Language usage

(Extension and reduc on of core notes – Module 7 of the new curriculum)

• Revision of language usage concepts in N4 and N5.

• Differen ate between formal and informal communica on styles.

• Write documents in either first, second or third person, as relevant.

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Previous curriculum

2021 curriculum

• Dis nguish between objec ve and subjec ve language and recognise specific words or phrases used to convey meaning/atmosphere.

• Decide on the correct language and the most effec ve way of conveying a given message.

• Change the language in a passage from subjec ve to objec ve language.

• Choose words to suit the target audience.

• Dis nguish between objec ve and subjec ve language and recognise specific words or phrases used to convey meaning/atmosphere.

• Decide on the correct language and the most effec ve way of conveying a given message.

• Change the language in a passage from subjec ve to objec ve language.

• Use direct and indirect speech, and ac ve and passive voice in natural communica on situa ons.

• Read and interpret simple graphic material.

• Use graphic material to illustrate or explain certain facts taking the target group into considera on.

• Translate graphic presenta on into wri en and oral communica on.

• Decide on future ac ons based on facts gleaned from these presenta ons.

• Provide suppor ve informa on concisely in simple language.

• Recognise objec ve style and eliminate unnecessary emo ve language.

• Use direct and indirect speech, and ac ve and passive voice in natural communica on situa ons.

• Obviate and rec fy errors regarding style, punctua on, language and content.

• Judge the logical and analy cal reasoning of the communicator and iden fy words, phrases and omissions which could lead to unsuccessful communica on.

• Use graphic material to illustrate or explain certain facts taking the target group into considera on.

• Translate graphic presenta on into wri en and oral communica on.

• Decide on future ac ons based on facts gleaned from these presenta ons.

• Provide suppor ve informa on concisely in simple language.

• Demonstrate the ability to convert symbolic images into wri en text.

Module 6: Concise communica on

Module 7: Concise communica on

• Take down a telephone message correctly in clear, unambiguous language and relay the message to the person concerned.

• Take down core notes during mee ngs, on instruc on or at conferences, seminars, etc.

• Extend these core notes into meaningful correspondence and communica ons.

• Read for specific ideas, facts and informa on and write these down.

• Take down a telephone message correctly in clear, unambiguous language and deliver the message to the person concerned.

• Take core notes during mee ngs, conferences, seminars, etc.

• Extend core notes into a meaningful correspondence text.

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Previous curriculum • Use own or given core notes to write a concise and coherent piece of communica on.

• Précis wri ng: Read a variety of texts with comprehension.

• Iden fy the writer’s inten on.

• Iden fy the main ideas and the suppor ve arguments and informa on.

• Differen ate between facts and opinion.

• Summarise the facts logically (orally and in wri ng).

• Write a précis in the required number of words.

• Orally summarise the content of a wri en or oral piece of communica on.

• Complete the cover page for sending a fax.

• Compile a short message which includes all the informa on the receiver would require.

• Complete a telegram form correctly.

• Compile a core message that would elicit the required feedback.

• Write a short internal memorandum in which the informa on is presented logically and in clear and unambiguous language.

• Formulate an invita on (or reply) according to accepted standards of e que e that comply with the degree of formality required.

• Draw up a no ce for the company bulle n board ensuring that the visual and wri en message is unambiguous and clearly understandable and will elicit the required reac on.

2021 curriculum

• Complete the cover page for sending a fax and compile a short message which includes all the informa on the receiver would need.

• Write a short internal memorandum in which the informa on is presented logically and in clear and unambiguous language.

• Formulate an invita on (or reply) for an event according to accepted standards of e que e that comply with the degree of formality required.

• Forms: Establish the aim of the form.

• Be able to read the instruc ons and/or ques ons with an understanding of popula ng informa on.

• Design and complete a checklist for the purpose of evalua on of product/service delivered and completed.

• Draw up a no ce for the company bulle n board ensuring that the visual and wri en message is unambiguous and clearly understandable.

• Dis nguish clearly between a no ce on a no ceboard and an adver sement in an external paper or webpage. The AIDA principle applies.

• Design and complete a ques onnaire. (Refer to N5.)

• Design a simple display adver sement that would promote the image of the company and supply the required informa on.

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Previous curriculum • Design a simple display adver sement using the AIDA principle.

• Establish the aim of the func on.

• Iden fy the target audience.

• Obtain all the necessary informa on, e.g. dates, venue, me schedule, number of people a ending, topics to be discussed, speakers invited, etc.

• Decide on the degree of formality and design the programme to fit the occasion.

• Provide concise informa on which covers all the necessary aspects in a logical/chronological order.

• Use simple and gramma cally correct language to convey necessary informa on.

• Write an i nerary which provides all necessary informa on in a logical/chronological order in clear and unambiguous language.

2021 curriculum

• Establish the aim of the func on.

• Iden fy the target audience.

• Obtain all the necessary informa on, e.g. dates, venue, me schedule, number of people a ending, topics to be discussed, speakers invited, etc.

• Decide on the degree of formality and design the programme to fit the occasion.

• Provide concise informa on which covers all the necessary aspects in a logical/chronological order.

• Use simple and gramma cally correct language to convey necessary informa on.

• Compile a detailed travelling guide for an individual or a group of individuals.

Electronic communica on: • Compile a short email adhering to professional standards of e que e, form and clarity of style.

• Be able to send short updates, and informa on related to products/events to cellular phones.

• Design short messages to interact quickly and share informa on about products and services.

• Understand how to stay connected with stakeholders, iden fy new ones and brand products or services.

• Comprehend that products, services and informa on are marketed through websites, e.g. video uploads, informa on sharing, etc.

Module 7: Le ers

Module 8: Business le ers

• Write all the le ers prescribed in the Communica on N4 and N5 syllabuses.

• Iden fy the target audience.

• Determine the degree of formality required to decide on the most appropriate medium to be used.

• Choose the correct wording to convey the required message.

• Write all the le ers prescribed in the Communica on N4 and N5 syllabi.

• Iden fy the target audience.

• Determine the degree of formality required to decide on the most appropriate medium to be used.

• Choose the correct wording to convey the required message.

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Previous curriculum

2021 curriculum

• Recognise events which lend themselves to wri ng a press release.

• Determine the level of interest of a par cular news item.

• Decide on the desirability of publishing informa on on a par cular event or happening.

• Recognise photos, illustra ons and graphic material which would meet with the newspaper requirements.

• Decide on the embargo date.

• Determine the style required by the par cular newspaper.

• Adapt the style of his or her wri ng to bring it into line with the style of the newspaper.

• Iden fy the ‘what, when, where, who, how and why’ of a news item.

• Use direct quotes appropriately.

• Provide accurate informa on concisely in clear language.

• Understand and use basic press terminology.

• Write a press release that meets all the necessary press requirements.

• Proofread the release.

• Recognise an event which lends itself to the wri ng of a press release.

• Determine the level of interest.

Module 8: Mee ng procedure

Module 9: Mee ng correspondence

No ces and agendas of general monthly mee ngs, commi ee mee ngs, special mee ngs and annual general mee ngs of clubs and associa ons • Dra no ces and agendas containing all relevant informa on.

• Act as the secretary of a club or commi ee.

No ces and agendas of commi ee, monthly general, weekly, special/urgent/extraordinary and AGMs of clubs and associa ons • Dra no ces and agendas containing all relevant informa on.

• Take responsibility as secretary of a club or commi ee.

• Take core notes during mee ngs.

• Organise relevant informa on logically.

• Write the no ces and agendas of the various types of mee ng in gramma cally correct English.

• Dis nguish between special (extraordinary) and general (regular) no ces and agendas.

• Write the minutes of the various types of mee ng in gramma cally correct English.

• Take core notes during mee ngs.

• Organise relevant informa on logically.

• Write up the minutes of the various types of mee ngs correctly.

• Follow the basic press release rules and apply them to meet the requirements for the layout and formal style of the document: – Newsworthiness of a happening, item or event – Human interest – Fresh and interes ng informa on – Photos, illustra ons and graphic material – Embargo – Basic press terminology

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Previous curriculum

2021 curriculum • Dis nguish between special (extraordinary) and general (regular) minutes.

Module 9: Reports

Module 10: Reports

Inves ga onal reports • Acquire informa on on the subject.

• Iden fy the relevant details.

• Organise details logically.

• Submit clear and accurate informa on objec vely.

• Use the appropriate register.

• Write the required report in a formal and/or memo format.

Inves ga ve, argumenta ve reports • Acquire informa on on the subject.

• Iden fy the relevant details and organise them logically.

• Submit clear and accurate informa on objec vely.

• Use a suitable register and tone.

• Write the required report in a formal or informal (memo) format.

• Inves gate an issue from a case study and present the informa on in an argumenta ve report.

Feedback and progress reports • Priori se informa on and organise details logically.

• Write a clear, gramma cally correct report.

• Use a suitable register and style.

• Write the required report in a formal format.

• Write the required report in a memo (informal) format.

Evalua on reports • Complete forms providing all relevant details.

• Priori se informa on and organise details logically.

• Write a clear, gramma cally correct report.

• Use a suitable register and style.

Reflec ve reports • Reflect in wri ng on informa on acquired that is backed up by your experience.

Progress and feedback reports • Priori se informa on.

• Organise details logically.

• Write a clear, gramma cally correct report.

• Use the appropriate register.

• Write the required report in a formal and/or memo format.

Module 10: Cri cal evalua on of audi ve, visual and wri en material; edi ng of wri en material

Module 11: Cri cal evalua on of wri en, visual and oral communica on material

• Obviate and rec fy errors of style, punctua on, language and content.

• Recognise and apply proofreader’s symbols.

• Avoid and rec fy errors of style, punctua on, language and content.

• Recognise proofreader’s symbols. [Note: for enrichment only.]

• Select the correct layout/material for the specific communica on.

• Ensure that all necessary informa on is provided.

• Select the correct layout/material for the specific communica on.

• Ensure that all necessary informa on is provided.

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Previous curriculum

2021 curriculum

• Judge the logical and analy cal reasoning of the communicator and iden fy words, phrases and omissions which could lead to ineffec ve communica on.

• Ensure that the receiver would be able to understand the message correctly.

• Recognise objec ve style and eliminate unnecessary emo ve language.

• Evaluate the sound quality of audi ve material.

• Provide his or her own opinion, substan ated by facts, on the suitability/success of an audiovisual communica on taking into account, for example, the clarity of images or design, the atmosphere created through the use of sound and colour, the proficiency of the speaker/s and the ul mate effect created or message conveyed.

• Use the applicable reference works with ease.

• Judge the reasoning (logic) of the communicator and iden fy words, phrases and omissions which could lead to unsuccessful communica on.

Module 11: Oral communica on

• Ensure that the receiver will be able to understand the message correctly.

• Recognise objec ve style and eliminate unnecessary emo ve language.

• Provide your own opinion, substan ated by facts, on the suitability/success of an audiovisual communica on taking into account, for example, the clarity of images or design, the atmosphere created through the use of sound and colour, and the final effect created or message conveyed.

• Use the applicable reference works with ease.

N/A

• Do exercises to improve his or her voice control.

• Apply this knowledge when speaking.

• Evaluate the effec veness of oral communica on between two par es and substan ate his or her conclusions.

• Pronounce words correctly.

• Use the correct tone of voice in informal and formal conversa ons.

• Prac se the degree of voice projec on necessary to be heard in a small and/or a big room.

• Demonstrate the difference between asser veness and aggressiveness.

• Explain a conten ous ma er calmly, clearly, concisely and objec vely.

• Decide on a mode of communica on which would suit the situa on and the audience.

• Apply the rules for effec ve verbal and non-verbal communica on.

• Apply listening and voice control techniques while communica ng in small groups.

• Par cipate ac vely in group discussions.

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Previous curriculum

2021 curriculum

• Apply the rules of e que e and telephone technique when answering the telephone or when making a call or conversing socially.

• Prac se all telephone conversa ons he or she might possibly have to deal with in prac ce in his or her field of study.

• Become familiar with the situa on, product or service.

• Convey the required message coherently in unambiguous language.

• Establish rapport with the audience to achieve the desired effect.

• Act as ini ator/receiver in a variety of communica on situa ons relevant to his or her future voca on.

• Give logical feedback in well-constructed, gramma cally correct sentences.

• Apply the correct non-verbal behaviour to establish an atmosphere of trust and proficiency.

• 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.

• Verbally present findings factually and logically.

• Apply the principles applicable to the wri ng of a report (chairman’s report, report on field trip, accident report, etc.) to oral communica on.

• 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.

• Use direct and indirect speech/ac ve and passive voice correctly.

• Avoid the irrelevant use of adjec ves, adverbs as well as emo ve words and phrases.

• Evaluate the situa on and decide on the correct approach to the interviewer/interview situa on.

• Apply the rules for effec ve verbal and non-verbal communica on.

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Previous curriculum

2021 curriculum

• Conduct an interview with a client, subordinate or prospec ve employee successfully.

• Explain mee ng procedure.

• Take core notes during a mee ng.

• Expand the core notes into minutes of the mee ng.

• Conduct him- or herself appropriately at a mee ng.

Module 12: Development of listening skills

N/A

• Listen to music, a video, and people socialising with enjoyment.

• Listen seriously, e.g. listen to orders/instruc ons and be able to carry them out.

• Listen to a lecture and take notes.

• Listen cri cally to an example of propaganda or adver sing.

• Iden fy a line of thought.

• Listen for and evaluate the suppor ve arguments used by the speaker to illustrate or emphasise his point.

• Iden fy possible barriers to the listening process.

• Overcome possible barriers to the listening process/prevent possible barriers from harming the listening process.

• Iden fy ‘missing facts’ in a logical presenta on.

• Evaluate the relevancy of content and act accordingly.

• Demonstrate empathy while listening to a person who feels dissa sfied or unhappy.

• Listen a en vely to the correct pronuncia on of words.

• Recognise pronuncia on errors (own and those of others).

• Prac se the correct pronuncia on of words.

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Features of TVET First Communica on N6 The Student’s Book • The text is completely new and fresh, and not an update of an old book.

• The structure of the book is fully aligned with the 2021 curriculum, with clear headings.

• The book is user-friendly – easy to navigate and easy to read, with the language pitched at the level of the student.

• The content relates to the workplace, modern society and personal life.

• The pictures are relevant to South African society and complement the text.

• Each module starts with an overview mind map and an exam p.

• Each module has a starter ac vity for the class or individual student. They get students to do the following: – Engage with the new topic.

– Interact with one another.

– Reflect personally.

– Search and read purposefully online.

– Verbalise content by giving feedback, analysing or evalua ng.

– Use their imagina on in work-related scenarios.

• A variety of interes ng ac vi es are interspersed throughout the text and can be done there and then in class, given as homework, or used as a class test for exam prepara on.

• A total of 20 ‘How to’ boxes give step-by-step guidelines.

• There are many examples, scenarios and case studies (in the text, in special boxes and in ac vi es). These relate to a variety of work industries and life situa ons.

• Clear diagrams and tables make content easily diges ble.

• The 15 defini ons required by the curriculum are highlighted in special boxes.

• Words and terms are explained in the margins.

• ‘See it online’ boxes contain search terms and/or links for online ac vi es, if possible.

• The sample business le ers are realis c and can be adapted for actual use.

• A full set of 32 le er templates appears at the back of the book, with cross-referencing to the sample le ers in the text.

• Each module closes with a variety of exam-style summa ve assessments.

• Checklists allow students to check their mastery of the learning outcomes of each module.

• Several fill-in forms are given.

• There is a helpful glossary as well as a subject index at the back of the book.

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The Lecturer’s Guide • The Lecturer’s Guide corresponds fully with the Student’s Book. The text is completely new.

• Helpful lecturer guidelines for marking, observing and evalua ng are provided.

• There is also a grid with the learning outcomes for use in planning your me, a lesson plan template, a rubric for evalua ng a group role-play and other rubrics for evalua on.

• Background and supplementary informa on is given for the Student’s Book.

• All ac vi es are covered in detail, with comprehensive answers and sample answers. There are clear mark alloca ons, with full marking rubrics where the CFL method of marking is required.

• Self-assessment and peer assessment: Many ac vi es can be marked by the students themselves while you give them guidance from the Lecturer’s Guide. This will make your workload lighter, while showing the students how to no ce details that could cost them points in the exams. There are also addi onal ac vi es at the end of each module.

• How to apply the ‘See it online’ boxes in class is explained.

• Free, photocopiable resources are included.

TVET First author Dr Aïda Thorne

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Computer Prac ce N6

This document includes important informa on about the revised curriculum for Computer Prac ce N6, scheduled for implementa on in 2022.

Main changes to the curriculum • As with the new N4 and N5 curricula, the N6 syllabus 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, and many new learning outcomes and subject areas have been added.

• This syllabus uses the same five-topic structure as the new N4 and N5.

• The subject now has 110 recommended no onal hours: – Contact – 72 hours – Self-study – 32 hours – Internal assessments – 6 hours • The curriculum document suggests a 50:50 split of contact me between theory and prac cal.

• Guidelines for the ICASS mark: – An assignment (20%) – A test (30%) – An internal examina on (50%) • Guidelines for the new final exam: – Sec on A – theore cal component (60 marks) – Sec on B – prac cal component (120 marks) Modules and weigh ng Old curriculum (1995): Module 1

Keyboarding

10%

Module 2A

Text manipula on

30%

Module 2B

Spreadsheets

30%

Module 3

Informa on systems

16%

Module 4

System so ware

24%

Module 5

Computer viruses

10%

Module 6

Troubleshoo ng

10%

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Computer Prac ce N6

New curriculum (2022): Topic 1

Compu ng concepts and applica on skills

35%

Topic 2

Networking and communica on skills

7.5%

Topic 3

Data, informa on management and computa onal thinking

35%

Informa on systems

16%

Internet and communica on skills

7.5%

Topic 4 Summary of main changes

• Keyboarding (old Module 1) is no longer featured in the learning outcomes.

• The module on ‘Informa on systems’ (old Module 3) has been completely removed.

• The module on ‘Systems so ware’ (old Module 4) with old DOS commands has been completely removed.

Maintenance u li es of opera ng systems (Windows 10) are now included in the new Topic 1.

• Viruses (old Module 5) are covered in the new Topic 1 and Topic 5; however, the learning outcomes have been completely changed and updated in line with the latest technology. Safeguarding and managing computer systems in rela on to threats is covered in the new Topic 1.

• Troubleshoo ng (old Module 6) has also been removed.

• The syllabus follows the same five-topic structure as the new N4 and N5 syllabi.

• Under Topic 1 ‘Compu ng concepts and applica on skills’, in addi on to maintenance u li es and system protec on, new sec ons are included on computer classifica on, mobile compu ng, client server concepts and advantages, disadvantages and influence of ICT in everyday life, and IPO cycle with a focus on input and output.

– The so ware applica ons covered in Topic 1 now include Windows 10, MS Word, MS Excel and MS OneNote.

– The latest two versions of MS Office Suite are prescribed (currently Office 2016 or 2019 or Office 365).

– Word processing learning outcomes have changed completely. Only graphics remains from the old syllabus; all the other func onality is new. There are 12 new LOs covering new func onality.

– In the spreadsheet sec on, macros, range names, changing formulas to values and saving a range, and escape codes for prin ng are no longer covered. IF statements with rela onal operators, me and date func ons, text func ons and financial func ons remain. In addi on to all the new func ons from N4 and N5, new content includes pivot tables, condi onal forma ng, spark lines, combo charts, in-cell charts, chart maximum and minimum, and new advanced func ons such as INDEX, CHOOSE, MATCH, OFFSET, VLOOKUP, and HLOOKUP. – Electronic notebooks (MS OneNote) are now covered for the first me in N6, building on the new N5 learning outcomes.

• Under Topic 2 ‘Networks and systems technologies’, the focus in N6 is on E-communica on and communica on so ware.

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• Under Topic 3 ‘Data, informa on management and computa onal thinking’, the new computa onal thinking skills from N4 and N5 are reinforced and built upon. These skills are integrated with skills learned in other topics, par cularly the use of MS Office towards the development of solu ons. Quality control of informa on is also covered. Blogging is explored in more detail in this topic (building on the N5 work).

• Under Topic 4 ‘Internet and communica on skills’, the focus is on internet applica ons, plug-ins and webbased services, internet services technologies and protocols, and the use of web browsers and search engines to obtain informa on.

• Under Topic 5 ‘Digital ci zenship’, the focus is on risks and security issues related to ICT use, ICT cer fica ons and careers, and the impact of ICT on the economy.

Specific new content Topic

New content

Module

TOPIC 1: COMPUTING CONCEPTS AND APPLICATION SKILLS

COMPUTING CONCEPTS + OPERATING SYSTEM

MODULE 1

[35% WEIGHTING]

• Advantages and disadvantages of uses of ICT (Advantages and disadvantages, ICT influence in the real world) 3 new LOs

• Describe different types of computers (Computer classifica on, mobile compu ng, client server concepts) 15 new LOs

• Input and output and hardware described in terms of use classifica on and mode of opera on as part of the informa on processing cycle (Input/output peripherals, data capturing) 7 new LOs • Explore the maintenance u li es of the opera ng system (Systems maintenance opera ons) 4 new LOs • Generalised computer management issues regarding safeguarding against threat (Threats to a computer system, safeguards and measures, viruses) 7 new LOs

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Computer Prac ce N6 New content

Module

WORD PROCESSING (MS WORD)

MODULE 2

Skills learned in N4 and N5 are built upon.

• Incorporate advanced func ons and document edi ng 10 LOs on the following func onality: – Integra ng images and text – Using shapes – Document collabora on – Advanced textboxes – Referencing, cita ons and bibliography – Bookmarks and hyperlinks – Digital signatures and password protec on – Basic forms – Templates • Integrated solu on and document development using a word processor 2 LOs on the following func onality: – Crea ng an integrated document for a par cular business purpose – Includes impor ng data from external sources MODULE 3

EXCEL (MS EXCEL) • Use formulae and implement advanced func onality to perform intermediate to advanced calcula ons in a spreadsheet (Advanced formulae constructs; Advanced calcula ons; Advanced char ng) 16 LOs on the following func onality: – IF statements (nested) – Date and me func ons and calcula ons – Text func ons – Condi onal forma ng – Pivot tables – Advanced char ng (spark lines, combo charts, in cell charts, chart max and min) – Errors – Advanced func ons such as INDEX, CHOOSE, MATCH, OFFSET, VLOOKUP, HLOOKUP, PMT, IPMT – see full list of func ons examinable below:

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Computer Prac ce N6 New content

Module

EXCEL FUNCTIONS AND SKILLS TO BE COMPETENT IN AT N6 LEVEL: AVERAGE LEN SUM COMBO CHARTS CHOOSE MATCH SUMIF CONDITIONAL CONCATENATE MAX SUMIFS FORMATTING COUNT MEAN TODAY DATE AND TIME COUNTA MID VALUE CALCULATIONS COUNTBLANK MIN VLOOKUP NESTED IF’S COUNTIF MODE QUOTIENT PIVOT FILTERS FIND OFFSET #N/A PIVOT TABLES IF (Max two PMT ERROR SPARKLINES IN condi ons) POWER ADVANCED CHARTS HLOOKUP RAND GRAPH STATISTICAL, INDEX RIGHT EDITING LOGICAL, IPMT ROUND LOOKUPS AND LARGE SMALL REFERENCE LEFT • Integrate and prac se crea ng and edi ng different spreadsheet documents to solve problems (Problem solving with a spreadsheet; Problem analysis; solu on development; valida on of a solu on; incorpora ng different techniques and func ons) 12 new LOs MODULE 4

ELECTRONIC NOTEBOOKS (MS ONENOTE) • Use electronic notebooks (Basic concepts of electronic notebooks; Create and edit an electronic notebook) 15 new LOs on the following func onality: – Advanced organisa on and forma ng – A aching files and screenshots, adding external content, adding video and audio – Pen mode, conver ng handwri ng – Tables – Tags – Proper es – Save, share, print

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Computer Prac ce N6

Topic

New content

Module

TOPIC 2: NETWORKING AND COMMUNICATION SKILLS

• E-communica on tools 9 new LOs

MODULE 5

• Communica on so ware 3 new LOs

[7.5% WEIGHTING] TOPIC 3: DATA, INFORMATION MANAGEMENT AND COMPUTATIONAL THINKING [30% WEIGHTING]

• Apply computa onal thinking (CT) skills towards the development of a computer-based solu on (also covered in N4 and N5) 8 new LOs

MODULE 6

• Find and access data and informa on => Process data and informa on => Present solu on (also covered in N4 and N5) 12 new LOs • Reinforcing content learned in N4 and N5 including: (Apply the skills towards the development and construc on of a solu on in rela on to the use of applica on packages; Task defini on, data and informa on gathering; Quality control of informa on (Evaluate ques ons + informa on; Evaluate websites); Role of spreadsheets and databases) • Create a blog as an informing tool (Blogging concepts, crea ng and maintaining a blogging site) 2 new LOs on the following func onality – Design and create a blog for a par cular purpose – Present a blog in rela on to a set of design requirements mee ng par cular informa on needs

TOPIC 4: INTERNET AND COMMUNICATION SKILLS [7.5% WEIGHTING]

• Internet applica ons, plug-ins and web-based services (Online services and internet applica ons) 6 new LOs

MODULE 7

• Internet service technologies and the digital age (Service technologies, protocols, internet services) 3 new LOs • Obtaining informa on and using the WWW (Searching, web browsers) 2 new LOs

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Topic

New content

Module

TOPIC 5: DIGITAL CITIZENSHIP

• Risks and security related issues with regard to the use of ICT (Cyber threats, ICT risks, networking, safeguards) 7 new LOs

MODULE 8

[10% WEIGHTING]

• Training and cer fica on (ICT cer fica on) 3 new LOs • ICT and the impact on the economy (Economy and ICT-related issues, ICT’s suppor ng the disabled, cybercrimes) 10 new LOs

TVET First author Shailendra Sas and Devendri Sas

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Informa on Processing N6

This document contains important informa on about the revised curriculum for Informa on Processing N6 for implementa on in 2021.

In the le -hand column we explain how the previous curriculum has been revised, and in the right-hand column we list the new content.

Main changes to the curriculum • Removal of the following modules from Typing technique: – Business le ers, Dra ing of short le ers, Circulars/Le ers of promo on, I neraries, and Tables of contents • Inclusion of new modules in Typing technique: – Ini al instruc ons/Proofreading signs and typing rules, SmartArt, shapes and text boxes • Removal of the following module from Word processing: – Tables of contents • Inclusion of a new module in Word processing: – Mail merge (no weigh ng towards exams) • Combina on of modules in Word processing: – Business le ers and Circulars/Le ers of promo on have been combined into one module.

– Display work and I neraries have been combined into one module.

• The 10-minute med accuracy test now allows no more than 26 typing errors instead of eight typing errors.

• Changes in weigh ng due to addi on, removal and combina on of modules.

Modules and weigh ng: Typing technique MODULE

CRITERIA

WEIGHT

1

Accuracy and speed development

20

2

Ini al instruc ons/Proofreading signs and typing rules

Throughout the various modules

3

Advanced display work

15

4

Documents on A4 landscape with columns/tables

15

5

SmartArt, shapes and text boxes

15

6

Financial statements

15

7

Tabular statements

15

8

Paragraphs in an African language

5

TOTAL

100

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Informa on Processing N6

Modules and weigh ng: Word processing MODULE

CRITERIA

WEIGHT

1

Mail merge

Linked to the different modules

2

Ini al instruc ons/Proofreading signs and typing rules

Throughout the various modules

3

Business le ers/Circulars/Le ers of promo on

20

4

Display work/I neraries

20

5

Financial statements

20

6

Tabular statements

20

7

Paragraphs in an African language

20

TOTAL Changes to the previous curriculum

100 New content

TYPING TECHNIQUE Module 1: Accuracy and speed development • Changed from no more than eight typing errors to no more than 26 typing errors.

• Removed five-minute med accuracy tests.

Module 2: Ini al instruc ons/Proofreading signs and typing rules • New module in Typing technique – covers content from Word processing and must be covered throughout the rest of the modules.

Module 2 1. Basic computer knowledge • Hardware: storage devices, keyboard, screen, printer • So ware: opera ng system, applica on programs • Handling and care of storage devices • Forma ng of disks, disk capacity 2. Applica on/Display func ons • Switching computer on • Procedure for switching computer off • Use main menu/loading of program • Directory lis ng • Crea ng, saving, retrieving a document, keying in text, edi ng text, prin ng a document • The status bar • Cursor movements

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Informa on Processing N6

Changes to the previous curriculum

New content • Insert, delete (key, back space and block), undelete/restore • Move and copy/cut and paste (block) • Format: line spacing, margins (le , right, top, bo om), jus fica on (centre, align le , align right and jus fy) • Hyphena on (hard and so ), hard space, tab stops • Indent, underline, double underline, bold, italics • Page break, page combine, page numbering • Spell check • 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, columns, tabular stops and merge cells • Merge • SmartArt • Shapes • Symbols • Row height and column width

Module 4: Documents on A4 landscape • Was Documents on a fanfold paper Module 5: SmartArt, shapes and text boxes • New module but it includes Flow charts, which was Module 9 in the old syllabus

Module 5 1. SmartArt • List • Process • Cycle • Hierarchy • Rela onship • Matrix • Pyramid 2. Shapes • Lines

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Informa on Processing N6

Changes to the previous curriculum

New content • • • • • • •

Rectangles Basic shape Block arrows Equa on shapes Flow chart Stars and banners Callouts

3. Text boxes Module 6: Financial statements • Added: Statements and notes in paragraph form Module 7: Tabular statements • Removed: On two A4 sheets and on one A3 sheet • The method ‘Content to fit columns’ has replaced the ‘Block method’ and ‘Equal column method’ WORD PROCESSING Module 1: Ini al instruc on • No longer specify macros, address labels, table of contents, pull down menus, help menus, ASCII codes • ‘Search and replace’ is now ‘Find and replace’ • ‘Line draw’ is now ‘Borders and text boxes’ • ‘Reveal codes’ is now ‘Show/Hide bu on’ • New content included Module 2: Business le ers, Circulars/Le ers of promo on • Combined old modules of Business le ers and Circulars (modules 2 and 3) • New columnar and mail merge content for business le ers

Module 1 • SmartArt • Shapes • Symbols • Row height and column width

Module 2 1. Business le ers on A4 paper and/or A4 le erheads • Simple columnar work • Link with mail merge

Module 3: Display work and i neraries • Combined old modules of Display work and I neraries (modules 4 and 5) • Removed content from I neraries module (on folded A4 paper)

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Informa on Processing N6

Changes to the previous curriculum

New content

Module 5: Tabular statements • Removed ‘Block method’ and ‘Equal column method’ • New method included

Module 5 1. Tabular statements on one sheet of A4 paper • Fit columns or retain as default columns

Features of TVET First Informa on Processing N6 The Student’s Book • Fully updated and aligned with the new 2022 curriculum.

• Wri en and updated by lecturers with more than 40 years of experience.

• Packed with the following features: – Explana ons and ac vi es to help students understand and apply the correct techniques.

– Step-by-step methods and screenshots to aid explana ons.

– Tables, bulleted lists and images to aid explana ons.

– Starter ac vi es to help s mulate discussions for learning.

– Summaries and exam-type summa ve assessments at the end of each module to aid revision and exam prepara on.

– Important terminology, clearly explained and highlighted, to help students understand difficult concepts and overcome language barriers.

– Word drill ac vi es to help students improve their touch-typing speed and accuracy.

– Timed-accuracy tests to help students achieve the required minimum speed of 50 w.p.m.

– Exam ps to help students remember key points as they revise for exams.

– ‘See it online’ links providing access to online resources and research sites to further students’ knowledge of key concepts.

– A prac ce exam to help students prepare for exams.

This version of the book contains all of the changes to the curriculum.

The Lecturer’s Guide • Comprehensive answers.

• Full mark alloca ons to aid with marking and exam prepara on.

• Lesson and teaching plans now incorporated via the 17-week plan.

• A CD, which provides student work files, printable solu ons to all ac vi es in the Student’s Book, and printable marking rubrics.

TVET First author Catherine Shu leworth and Mary Smith

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Travel Office Procedures N6

This document contains important informa on about the revised curriculum for Travel Office Procedures N6 for implementa on in 2022.

Main changes to the curriculum 1. Module 1: Introduc on to Tourism Law (25% weigh ng) NEW A new module on the Introduc on to Tourism Law (25% weigh ng) has been added to the N6 syllabus and includes a unit on the introduc on to law and the law of tourism. The outcomes are more comprehensive than the Travel Office Procedures N5 outcomes on the Principles of law (with content on South African law, Law of contracts and Contracts on purchase of sale) that appeared in the 1995 syllabus. These outcomes were removed from the N5 syllabus and now form part of the new 2022 Travel Office Procedures N6 syllabus.

2. Module 2: Marke ng and sales (30% weigh ng) REVISED with some NEW content The en re 1995 Travel Office Procedures N6 syllabus has been condensed and now comprises 30% of the course weigh ng. The new syllabus s ll includes Business travel, Incen ve travel and Public rela ons, but now also includes a unit on Tourism trends. Refer to the syllabus comparison grid for a detailed comparison of the 1995 vs 2022 syllabus.

3. Module 3: Scope of human resources (35% weigh ng) NEW Brand new content on the scope of human resource management that includes the design of jobs, recruitment, selec on, appointment, induc on and training, performance evalua on and mo va on.

4. Module 4: Tourism career opportuni es (10% weigh ng) NEW Brand new content on the career opportuni es in tourism and personal career paths, with reference to SWOT analysis, goals and me frames.

Some content from the previous curriculum has been reduced in this curriculum as follows: As men oned above, the old Travel Office Procedures N6 content has been reduced slightly and now comprises 30% of the total weigh ng of the course. See Module 2.

Curriculum comparison (1995 and 2022) The following comparison grid shows the changes to the Travel Office Procedures N6 syllabus, with the 2022 syllabus in the right-hand column and the relevant outcomes from the 1995 syllabus for N5 (where the content moved to N6) and N6 in the le -hand column.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022

Please note that the content on law no longer appears in the N5 syllabus and has moved to N6.

From Travel Office Procedures N5 1995 syllabus 1. South African law: Briefly explain the origin of South African law.

Module 1: Introduc on to Tourism Law (25%) Unit 1.1: Introduc on to the law 1.1.1 Background: • Iden fy types of law (interna onal/na onal/ private/public).

• Rela ons of laws (branches of private/public).

2.

2.1 2.2 2.3

1.1.2 Law of contracts: Recall laws of contrac ng: • Name the defini on and requirements for a valid contract.

• Express understanding of offer and acceptance, with reference to requirements.

• Describe contractual capacity and par es associated to it.

2.4

2.5 2.6 2.7 3.

Law of contracts: Describe the requirements for a valid contract.

Explain the defini on of a valid contract.

Discuss offer and acceptance as the basis to a contract.

Explain the following requirements for an offer: • Deliberate • En rety • Communicated • Offer to the general public • Clear, definite and unambiguous • To form a legal bond Explain the requirement for acceptance, as well as the effects of a counter offer.

Explain free consent of contrac ng par es.

Explain contractual capacity of par es.

Contracts of purchase and sale (not relevant to N6)

1.1.3 Terms and condi ons: • Interpret various terms applicable to working environment (essen al/residual/incidental).

1.1.4 Breach of contract: • Dis nguish between various types of breach and highlight their significance.

1.1.5 Remedies of breach: • Discuss the suitable solu ons for par es involved and affected.

Unit 1.2: Law of tourism 1.2.1 Introduc on: • Provide an overview of the effect of laws on transport, hospitality and a rac ons.

1.2.2 Travel/Transport law: • List and describe laws governing opera ons of various transport modes (land/rail/water/air).

1.2.3 Hospitality: • Interpret industry regula ons evident in this sector.

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Previous curriculum

Curriculum for implementa on in 2022 1.2.4 A rac on: • Outline regula ons regarding the different a rac on types (natural/cultural/man-made) and tour guides.

Module 1: Marke ng and sales A. Business travel 1. Nature and importance: 1.1 Explain the nature of business travel with reference to travel objec ve, flexibility of me schedule, travel arrangements and price.

1.2 Briefly discuss the importance of business travel as a source of revenue.

Module 2: Marke ng and sales (30%) Unit 2.1: Business travel 2.1.1 Nature and importance: • Explain nature of business travel.

• Briefly discuss importance of business travel.

2. The client profile: 2.1 Define the target market, sta ng the types of organisa ons that are good business travel prospects and loca on of the target market.

2.2 Briefly explain the importance of the manufacturing company as a business travel prospect.

2.1.2 The client profile: • Define the target market.

• Briefly explain importance of manufacturing company.

3. Selling business travel: 3.1 Applying exis ng knowledge of selling procedure, discuss the following important aspects in detail: • Prepara on • Projec ng a professional image • Determining the client’s needs • Communica ng with the client • Presenta on • Product knowledge

2.1.3 Selling business travel: • Apply exis ng knowledge of selling procedure.

4. The business/leisure combina on: 4.1 Briefly explain how business travel can provide an opportunity to sell leisure travel and how to u lise the opportunity.

2.1.4 The business/leisure combina on: • Briefly explain how business travel can provide tourism-related opportuni es.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022

B. Incen ve travel 1. Nature and importance: 1.1 Define incen ve travel.

1.2 Referring to Maslow’s hierarchy of needs, briefly discuss the value of incen ve travel.

1.3 Briefly explain importance of incen ve travel as a source of revenue.

Unit 2.2: Incen ve travel 2.2.1 Nature and importance: • Define incen ve travel.

• Referring to Maslow’s hierarchy of needs, briefly discuss the value of incen ve travel.

• Briefly explain importance of incen ve travel.

2. The client profile: 2.1 Iden fy the target market for incen ve travel, naming prospec ve clients for incen ve travel.

2.2.2 Client profile: • Iden fy the target market for incen ve travel.

3. Selling incen ve travel: 3.1 Explain the procedure for selling incen ve travel under the following headings: • Prospec ng • Prepara on • Mee ng the client

2.2.3 Selling incen ve travel: • Explain the procedure for selling incen ve travel.

4. Technical aspects: 4.1 Briefly explain the requirements of an incen ve programme with reference to objec ves, quota, winners and the programme.

4.2 Explain how to determine the budget.

4.3 State what should be included in a good incen ve trip.

4.4 Name factors which will affect the final cost of an incen ve trip and the metable.

4.5 Dra an example of a metable for an incen ve programme, showing a breakdown of the programme over 12 months.

4.6 List the aspects on which a travel agent and the client must agree before any firm commitments with carriers are made.

4.7 Dra a checklist of items to facilitate administra ve arrangements OR, given one or more headings of such a checklist, list the items that should be checked.

4.8 Briefly explain what should be contained in the detailed instruc ons sent to the winners.

2.2.4 Technical aspects: • Briefly explain the requirements of an incen ve programme.

• Explain how to determine the budget for an incen ve travel programme.

• State what should be included in a good incen ve trip.

• Name factors which will affect the final cost and metable.

• Dra an example of a metable for an incen ve travel programme for a period of 6–12 months.

• List the aspects on which a travel agent must agree.

• Dra a checklist of items to facilitate.

• Briefly explain what should be contained in detailed instruc ons sent to the winners.

• Formulate minimum FIVE ques ons to be directed at client to evaluate the success of the programme.

• Briefly state criteria in which a travel consultant should evaluate the success of the incen ve travel.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022

4.9

Formulate a minimum of FIVE ques ons to be directed at the client to evaluate the success of the programme.

4.10 Briefly state the criteria on which the travel consultant should evaluate the success of the incen ve travel.

Unit 2.3: Tourism trends 2.3.1 Importance of iden fying core and niche markets in South African Tourism: • Define core market in South African tourism.

• Define niche market in South African tourism.

• Iden fy the South African core markets according to the different provinces.

• Iden fy the South African niche markets according to the different provinces.

• Analyse and interpret sta s cs on core and key markets.

• Iden fy and analyse the factors determining the future of tourism.

2.3.2 E-marke ng: • Create a theore cal and prac cal viewpoint of this communica on method.

• Understand the E-marke ng mix elements and the suppor ng E-marke ng tools for each element.

Module 2: Public rela ons 1. Introduc on to public rela ons: 1.1 Define concepts of PR and the ‘publics’.

1.2 Describe the role and responsibili es of PR prac oner in general and with reference to the five dis nct ac vi es associated with the role of the PRO in travel and tourism as a service industry.

1.3 Dra a job specifica on for a PR prac oner.

1.4 Briefly explain the procedure when launching a publicity campaign with reference to the basic steps of the PR process and, given the relevant data, complete a case study on the basic steps of the PR process.

Unit 2.4: Public rela ons 2.4.1 Introduc on to public rela ons: • Define concepts of PR and the ‘publics’.

• Describe the role and responsibili es of PR prac oner/PRO. • Briefly explain the procedure when launching a publicity campaign.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022

2. Media and publicity (radio and TV): 2.1 Explain how the radio and television can be u lised in travel and tourism publicity, naming types of radio and TV programmes directed at specific target markets.

2.2 A er receiving tui on in proper conduct during radio and TV interviews, evaluate performance of panel members a er watching and/or listening to a programme for prac cal evalua on.

2.4.2 Media and publicity: • Explain how radio and television can be u lised in travel.

• A er receiving tui on in proper conduct, evaluate performance of panel.

3. Communica on with the press: 3.1 Explain what can be done to make an event newsworthy in order to gain media coverage.

3.2 Explain nature and purpose of the press facility visit, naming examples of opportuni es for press facility visits in the travel and tourism trade.

3.3 State, with regard to press enquiries, who may/ may not answer queries, and the responsibili es of the PRO when answering enquiries, including follow-up.

3.4 Given a case study, explain how to deal with incorrect repor ng without harming good rela ons.

3.5 With regard to press releases and press conferences, name examples of events that are sufficiently newsworthy to merit calling a press conference and briefly explain how to organise a press conference.

3.6 Explain how to deal with media during emergencies.

2.4.3 Communica on with the press: • Explain what can be done to make an event newsworthy.

• Explain nature and purpose of the press facility visit.

• State who may/may not answer queries.

• Given a case study, explain how to deal with incorrect repor ng.

• Press releases and press conferences.

• Explain how to deal with media during emergencies.

4. Adver sing media: 4.1 Define concept of adver sing, poin ng out the main difference between PR and adver sing.

4.2 Name the media most commonly u lised for adver sing in the travel and tourism trade.

4.3 Name and briefly discuss the factors to consider when selec ng media for adver sing.

2.4.4 Adver sing media: • Define concept of adver sing.

• Name the media most commonly used.

• Name and briefly discuss factors when selec ng media.

• A er studying advantages and disadvantages, select most appropriate media.

• Explain how radio and television can be u lised in travel.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022

4.4 A er studying advantages and disadvantages of various media, select the most appropriate media in a case study, briefly substan a ng the choice with reference to the advantages of the chosen media.

• A er receiving tui on in proper conduct, evaluate performance of panel.

5. Sales promo ons: 5.1 State the primary objec ve of sales promo ons.

5.2 Iden fy the various techniques u lised in sales promo ons, lis ng specific examples of techniques appropriate for direc on at each of the following categories – company staff, dealers and retailers, and consumers.

5.3 Name the stages of establishing a promo onal campaign.

5.4 Name three types of exhibi on most common to the travel and tourism trade.

5.5 Name examples of at least three travel workshops sta ng the hos ng country and the month in which they take place.

5.6 Briefly explain what happens at a travel workshop.

2.4.5 Sales promo on: • State primary objec ves of sales promo on.

• Iden fy various techniques u lised in sales promo on.

• Name the stages of establishing a promo onal campaign.

• Name three types of exhibi on.

• Name examples of at least three travel workshops (combine 5.4 and 5.5).

• Iden fy industry-related examples of workshops and exhibi ons.

• Briefly explain what happens at exhibi ons.

6. PR in hotels: 6.1 Dra a job descrip on and a job specifica on of the hotel PRO. Module 3: Scope of human resources (35%) Unit 3.1: Scope of human resource management 3.1.1 Design of jobs: • Iden fy aspects per nent to the following and compile for relevant job tles – job analysis/job descrip on/job specifica on.

3.1.2 Recruitment/selec on/appointment: • Interpret the methods of recrui ng and types used for selec on.

• Analyse types of selec on – provisional/intensive/ final.

• Iden fy aspects regarding appointment procedures.

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Travel Office Procedures N6

Previous curriculum

Curriculum for implementa on in 2022 3.1.3 Induc on and training: • Outline the steps in the induc on process.

• Establish types of training evident.

3.1.4 Performance evalua on: • Highlight objec ves of evalua on.

• Iden fy advantages of conduc ng evalua on.

• Provide examples of evalua on techniques.

3.1.5 Mo va on: • Name and explain factors affec ng mo va on.

Module 4: Tourism career opportuni es Unit 4.1: Career opportuni es in tourism and personal career paths 4.1.1 Source and iden fy career op ons in tourism 4.1.2 Compile personal career path with reference to SWOT, goals, and me frames

Important points • This version of the book contains all of the addi ons and changes to the new syllabus and follows the order of the syllabus.

• There is a Lecturer’s Guide with: – background informa on – suggested teaching plan – lesson plan template – comprehensive answers – memorandum to the prac ce exam.

Features of TVET First Travel Office Procedures N6 • The book is fully aligned with the new 2022 curriculum – our book follows the structure of the new syllabus to make it easy for you to follow the syllabus. See the overview of outcomes at the beginning of each module that are linked to the syllabus.

• Every module starts with a ‘starter ac vity’ that has been designed so that you can determine what the students’ prior/exis ng knowledge is before star ng the module. The starter ac vity also aims to introduce students to the new content, o en using a case study or prac cal component.

• The book has an open and fresh layout, with user-friendly text that is easy to read. See key words boxes in the margins that highlight and define key terms.

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• Concepts are clear and easy to follow, with prac cal examples and step-by-step explana ons.

• The content and number of ac vi es are also aligned with the prescribed weigh ng of the syllabus. This is outlined in a useful six-month teaching plan.

• The book also includes mul ple case studies combined with ac vi es to give students the opportunity to engage with the content in real-life scenarios, and apply their knowledge to finding the answers.

• Useful summaries appear at the end of every module. The summaries will assist students while studying and give them a good overview of what they should know.

• 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 these types of ques ons.

• A prac ce exam/trial examina on ques on paper 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 syllabus.

• 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.

TVET First author Didri Spingies Legal content by Pravania Reddy

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Engineering

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Electrotechnics N6

This document includes important informa on about the revised curriculum for Electrotechnics N6, scheduled for implementa on in 2021.

Main changes to the curriculum • There have not been many fundamental changes to this curriculum for 2021.

• It has, however, been broken down into weighted modules with learning content and detailed, numbered learning outcomes.

• Lecturers of this subject will know that M6–M10 from the old syllabus and some learning outcomes from the other modules have not been examined in years. These outcomes have now been completely removed from the new 2021 syllabus.

• Learning outcomes not explicitly stated in the old syllabus, but regularly examined, have now been clearly defined in the 2021 syllabus document.

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

Theory ques ons (incl. drawings)

Total percentage

Module 1

DC machines

±10%

±5%

±15%

Module 2

AC theory

±13%

±2%

±15%

Module 3

Transformers

±10%

±5%

±15%

Module 4

AC machines

±25%

±5%

±30%

Module 5

Genera on and supply of AC power

±20%

±5%

±25%

±78%

±22%

100%

TOTAL

Summary of main changes Overview/highlights • The syllabus is largely unchanged.

• Modules have now been weighted.

• Learning outcomes have been numbered and listed in more detail.

• Many learning outcomes not explicitly listed in the old syllabus, but regularly tested in examina ons, have now been included in the syllabus document.

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Electrotechnics N6

• A new learning outcome on the Prony brake efficiency test has been added to the DC machine module.

• New learning outcomes on star ng of synchronous motors, and characteris cs and applica ons of synchronous motors have been added.

• Short transmission lines are covered in N5.

• Old modules 6 – 10, which had not been examined in years, are now all removed: – Measuring instruments (old M6) – Switchgear and protec ve devices (old M7) – Sta c control (old M8) – Arc-furnace transformers, switchgear and control systems, types of electrodes and types of furnaces (old M9) – Installa on, care, opera on, maintenance, supervision and inspec on of AC machines, generators, synchronous motors and induc on motors (old M10) Detailed Module

Previous curriculum

New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes:

Module 1: DC machines

LEARNING CONTENT REMAINING: • Series-parallel speed control

SPECIFIC LEARNING OUTCOMES IN NEW SYLLABUS:

Weight ±15%

• Calcula on of torque and power

Speed control

• Load sharing of generators working in parallel

• Explain normal speed, below-normal speed and above normal speed of DC motors.

• Equalising bars and crossconnec on fields

• Explain how speed control of a DC motor is achieved by:

• Tests – direct and indirect; Hopkinson; back-to-back; Swinburne test

– varying the voltage across the armature – series-parallel control method – the Ward-Leonard control system – varying the value of the main magne c flux/ field current.

CONTENT REMOVED: • Trac on – choice of motors and generators

• Perform calcula ons with regards to speed control of shunt and series motors. Speed control being achieved by inser ng a resistor in:

• Bridge and shunt transi on

– series with the shunt field

• Dynamic breaking

– series with the armature

• Plugging control

– parallel with the series field.

• Regenera ve braking

• Interpret the magne sa on curve of a DC motor.

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Electrotechnics N6 Previous curriculum

New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • Determine the speed, current, EMF and torque of a DC motor (a er inser ng the resistor) by using the formulae.

• Interpret the following condi ons: – Flux suddenly changes.

– Current drawn from the mains is to remain unchanged.

– The ohmic voltage drops are negligible.

Load sharing of generators working in parallel • Explain with the aid of a diagram the procedure to parallel two generators.

• Explain how the total load is shared by the two generators.

• Perform calcula ons to determine the por on of total load supplied by each generator.

• Show by means of circuit diagrams how the following generators are used to supply a common load: – Two shunt generators – Two series generators – Two compound generators Efficiency tes ng of DC machines • List, classify and calculate the different losses that occur in DC machines.

• Determine the efficiency of any small DC machine by using the following direct method: – Rope brake – Prony brake • Determine the efficiency of large shunt and compound wound machines by using the following indirect methods: – Summa on of losses or Swinburne method – Regenera ve or Hopkinson back-to-back method

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Electrotechnics N6 Previous curriculum

New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • State the condi on for maximum efficiency and also calculate maximum efficiency.

Module 2: AC theory Weight ±15%

LEARNING CONTENT REMAINING: • Complex waveforms • Breaking down of the fundamental and harmonics

SPECIFIC LEARNING OUTCOMES IN NEW SYLLABUS: Unbalanced three-phase loads

• Calcula ons using complex nota ons and phasors for mixed circuits

• Calculate the phase currents, line currents, power per phase, impedance and total power drawn by three-phase unbalanced star and deltaconnected loads.

CONTENT REMOVED:

• Use vector diagrams to determine the line currents drawn by three-phase unbalanced star and delta-connected loads.

• (None)

Unbalanced star-connected load with a missing neutral • Explain the impact of a missing neutral on a three-phase circuit.

• List the common causes of a missing neutral.

• Calculate the poten al difference between the star point of the load and the neutral point of the supply.

• Determine the poten al difference across each phase of the load.

• Determine the current flowing through each line or phase of the load.

Complex waves • Explain the concept ‘complex wave’.

• Draw a complex wave comprising the fundamental component together with any harmonic component.

• List the causes and effects of harmonic components on circuits.

• Write the mathema cal expression of complex waves.

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Electrotechnics N6 Previous curriculum

New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • Calculate the following a er a complex wave is applied across a series or parallel or seriesparallel circuit: – Expression for current – Expression for voltage – RMS value of current – RMS value of voltage – Average value of current – Average value of voltage – Power drawn by circuits – Power factor of circuits – Energy consumed by circuits • Calculate the power drawn by circuits that resonate at the frequency of any of the harmonic components.

Module 3: Transformers Weight ±15%

LEARNING CONTENT REMAINING: • Calcula ons on load using equivalent circuit

SPECIFIC LEARNING OUTCOMES IN NEW SYLLABUS:

• Regula on

Equivalent circuit diagrams of a single-phase transformer

• Tests – back-to-back; delta-delta; Sco connec on; harmonics

• Draw the equivalent circuit diagram and vector diagram of a transformer on no-load.

CONTENT REMOVED: • Tests – economics; zig-zag connec on; ter ary windings

• Draw the equivalent circuit diagram and vector diagram of a transformer on full-load.

• Determine the equivalent resistance, reactance and impedance of a transformer referred to primary side and secondary side, using any of the following: – Method of referring with primary values, secondary values and transformer ra on – From given percentage or per unit values – Results obtained from the short- circuit test Voltage regula on of a transformer • Define voltage regula on of a transformer.

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New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • Calculate the voltage regula on of transformers supplying loads working at unity, lagging and leading power factor using any of the following: – Method of referring with primary values, secondary values and transformer ra on – From given percentage or per unit values – Results obtained from the short-circuit test Efficiency of transformers • List, classify and calculate the various losses that occur in a transformer.

• Explain with the aid of circuit diagrams how the open-circuit and short-circuit tests are conducted on a single-phase transformer.

• Determine the efficiency of a transformer at any load.

• Determine the maximum efficiency of a transformer.

Transformer connec ons • Draw circuit diagrams to illustrate the following types of transformer connec ons: – Star-star – Delta-delta – Star-delta – Delta-star – Open delta – Sco connec on Heat run tests on transformers • State the func on of heat run tests.

• Explain using a suitable circuit diagram how the open-delta heat run test is conducted.

• Explain using a circuit diagram how the Sumpner back-to-back test is conducted.

Harmonics in transformers • State the effects of harmonic voltages and harmonic currents on transformers.

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New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: Autotransformers • Draw circuit diagrams to illustrate a step-down and a step-up transformer.

• State the advantages and disadvantages of an autotransformer.

Module 4: AC machines Weight ±30%

LEARNING CONTENT REMAINING: • Alternators and synchronous motor: back EMF; armature reac on; load angle; calcula ons of regula on and phasor diagrams; varying excita on; V-curves • Induc on motor: calcula ons using slip and torque; star ng resistances (slip-ring motors); double cage rotors; dc injec on; plugging frequency in stator and rotor CONTENT REMOVED: • (None)

SPECIFIC LEARNING OUTCOMES IN NEW SYLLABUS: The EMF equa on of a synchronous alternator • Define and calculate distribu on factor, pitch factor and form factor.

• Calculate the open-circuit voltage generated by single-phase and three-phase synchronous alternators.

Parallel opera on of alternators • State the factors to be sa sfied before two alternators are made to operate in parallel.

• Calculate the synchronising power of two singlephase alternators working in parallel or two three-phase alternators working in parallel.

Voltage regula on of alternators • Define voltage regula on of an alternator.

• Explain by means of circuit diagrams how the open-circuit and short-circuit tests are conducted on an alternator.

• Determine the voltage regula on of an alternator using the ampere turn and synchronous impedance methods.

• Determine the voltage regula on of alternators opera ng at the following power factors: – Unity – Lagging – Leading • Explain the concept of infinite busbars.

Synchronous motors • Explain how synchronous motors are started.

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New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • State the characteris cs and applica ons of synchronous motors.

• Explain by means of vector diagrams the opera on of a synchronous motor under the condi on of constant excita on and varying load.

• Explain by means of vector diagrams the opera on of a synchronous motor under the condi on of constant load and varying excita on.

• Calculate using vector diagrams the generated EMF, load angle, power developed, and the torque developed by a synchronous motor.

• Explain the concept of hun ng of a synchronous motor and also its causes and effects.

• Explain what V-curves are with regards to synchronous motors.

Three-phase induc on motors • Explain using the energy flow diagram the flow of energy from the supply to the motor’s output.

• Calculate the rotor current and rotor copper loss at any condi on of slip.

• Calculate the torque developed by the rotor.

• State the condi on for maximum torque and also calculate maximum torque.

• Draw the circuit diagram, simplified circuit diagram and the vector diagram of an induc on motor.

• Explain how using a double cage rotor improves the star ng torque of an induc on motor.

• Explain braking of induc on motors by the methods of plugging and DC injec on.

• Use the results obtained from the no-load and locked rotor tests conducted on an induc on motor to construct the circle diagram for the following condi ons: – Maximum output – Full-load

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New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: – Maximum torque • Determine from the circle diagram the following: – Line current of the motor – Constant losses – Stator copper loss at stands ll – Rotor copper loss at stands ll – Stator copper loss – Rotor copper loss – Total losses – Rotor output – Rotor input – Efficiency – Slip – Power factor – Torque in synchronous wa s – Input power – Torque developed

Module 5: Genera on and supply of AC power Weight ±25%

LEARNING CONTENT REMAINING:

SPECIFIC LEARNING OUTCOMES IN NEW SYLLABUS:

• Power factor correc on – causes of low power factor; reasons for improvement; capacitors and synchronous motors; kVA and kVA reac ve; calcula ons and phasor diagrams

• State the effects of a poor power factor and the methods used to improve power factor.

CONTENT REMOVED

• Determine the ra ng of capacitor banks required to improve power factor to any desired value.

• (None)

Power factor correc on

• Draw the power triangle (vector diagram) of a plant before and a er power factor correc on.

• Determine the size of individual capacitors required to build single-phase and three-phase (star and delta-connected) capacitor banks.

• Draw the power triangle (vector diagram) of a plant before and a er the installa on of a synchronous condenser.

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New content Learning outcomes updated to match examina on tradi ons with the following specific outcomes: • Determine the overall power factor of a plant a er the installa on of a synchronous condenser working at either unity power factor or a leading power factor.

• Draw the vector diagram to determine the final connected load of a plant by combining the power triangles of all known loads.

• Calculate the final connected load of a plant.

Medium transmission lines • Define voltage regula on of a transmission line.

• Draw a circuit diagram and determine the efficiency of transmission lines using the nominal ‘T’ method.

• Draw a circuit diagram and determine the efficiency of transmission lines using the nominal ‘∏’ method.

TVET First author Sunil Chuturgoon

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Mechanotechnics N6

This document includes important informa on about the revised curriculum for Mechanotechnics N6, scheduled for implementa on in 2021.

Main changes to the curriculum

New content

General aims • No longer concerned about the Chris an na onal norms.

Evalua on • Weigh ng of Knowledge and Understanding has decreased from 10–40 to 10–25; Applica on has gone from 30 to 30–40 and Analysis, Synthesis and Evalua on has gone from 20 to 20–35.

Module 1: Clutches (10%)

• Iden fy the primary func ons of clutches.

• Old syllabus only specified ability to do advanced calcula ons from basic principles on plate, cone and centrifugal clutches, including axial forces, torque and power.

• Draw and label mul -plate clutches.

• Overview of new content: – Includes content on the func ons, applica ons and theories that students will be required to recall, define, describe and explain.

– Students will be required to draw labelled diagrams.

– Many new calcula ons have been prescribed.

• Explain theories of plate and cone clutches, such as uniform wear theory and uniform pressure theory.

• Define conical clutches and explain their applica ons.

• Describe and explain the applica ons of centrifugal clutches.

• Perform numerous advanced calcula ons from basic principles: force required to press the plates together, the number of contact pairs required in a plate clutch to apply the required pressure, the combined speed between the engine and sha s at the moment no slip occurs, total me of slip, total me of sha to reach certain speed, torque, retarda on torque of engine or sha , combined speed, fric onal force, axial force to transmit given torque, total axial force to engage the clutch, moment of iner a, angular velocity, angular accelera on, me, maximum pressure, pressure at outer diameters, centrifugal force, force on spring, fric onal force, angular velocity, mass of shoe, power.

Module 2: Brakes (10%)

General introduc on

• Old syllabus only specified ability to do advanced calcula ons from basic principles on band and block brakes, including tensions, torque and braking me.

• Explain the basic principles of brakes.

• List the elements that are applied in brake design.

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Main changes to the curriculum

New content

• Overview of new content:

Band brakes

– Now specifically broken up into the separate sec ons of band brakes, block brakes, and band and block brakes.

• List and explain two types of band brakes.

– Includes theory of basic principles and applica ons that students will be required to list, define, describe and explain.

• Calculate tension ra o, torque, moments, power, ver cal components, number of revolu ons, me, angular velocity, work done and minimum coefficient of fric on.

– Students will be required to draw labelled diagrams to assist in their explana ons.

– Many new calcula ons have been prescribed.

• Draw a labelled diagram that shows the theory applicable to flat belt drives and centrifugal force.

Block brakes • Define and explain the applica on of block brakes.

• Calculate coefficient of fric on, force, normal reac on force, power, diameter of disc, torque, me, number of revolu ons, drum diameter, number of turns and maximum braking torque.

Band and block brakes • Describe band and block brakes.

• Explain the structure of a flexible steel band with the aid of a labelled diagram.

• Calculate ght side band tension and slack side band tension.

• Calculate normal reac on force of a brake drum on the block, fric onal force tangen al to the fric on circle of the drum and the semi-angle subtended at the drum centre by each brake block, minimum force, moments, power, distance, me, and resolve forces of the brake lever.

Module 3: Line sha s (10%)

General introduc on

• Old syllabus only specified ability to do advanced calcula ons from basic principles on:

• List the basic principles and func ons of line sha s.

– combined reac ons on solid sha bearings, torque and power – moments of gears, pulleys and flywheels on a sha – calcula ons of simultaneous reac ons on solid sha bearings (including torque and power on solid sha bearings), moments of gears, pulleys and flywheels on the sha s.

• List the factors that should be considered when selec ng line sha s for specific func ons.

Line sha calcula ons • Calculate torque, power, principal stress, sha diameter and sha speed, reac ons on the horizontal and ver cal plane, and ght side and slack side belt tensions.

• Draw diagrams to illustrate the calcula ons.

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Main changes to the curriculum

New content

• Overview of new content:

Gear drive calcula ons

– Now split into three specific sec ons: ○ General introduc on, which covers basic principles, func ons and important factors of line sha s. ○ Line sha calcula ons, which also includes a specifica on for students to be able to draw diagrams to illustrate calcula ons. ○ Gear drive calcula ons, which includes specifica ons for students to be able to list and explain theory, with the aid of labelled diagrams.

• List types of gears and applica ons.

• List the forces that must be considered when two gears mesh.

• Draw a labelled diagram to illustrate the direc on of forces when gears mesh.

• Draw a diagram and explain the pressure angle between two gears in mesh.

• Calculate ver cal and horizontal reac ons in bearings, torque transmi ed, power transmi ed, tangen al force between gears, radial force and belt tension.

– Many new calcula ons have been prescribed for both line sha calcula ons and gear drive calcula ons.

Module 4: Flywheels (10%)

General introduc on

• Old syllabus only specified ability to do advanced calcula ons from basic principles on: moments of iner a, and angular velocity and accelera on, including fluctua on of speed and energy.

• List the basic principles and func ons of flywheels.

• Overview of new content: – Includes content on the basic principles and func ons of flywheels that students will be required to list.

– Many new calcula ons have been added.

Flywheel calcula ons • Calculate the moments of iner a, mass, radius of gyra on, angular accelera on, linear accelera on, number of revolu ons, pulley or flywheel diameter, me, pulley radius, kine c energy, poten al energy, displacement, linear velocity, tangen al accelera on, centripetal accelera on, angle, average angular decelera on, fric on torque, power, mass percentage of error, rota onal speed and loss in kine c energy.

• Calculate mass moment of iner a of a compound system.

• Calculate the percentage of error in mass moment of iner a if only the ream is considered.

• Calculate coefficient of speed.

Module 5: Reduc on gear boxes (10%)

General introduc on

• Old syllabus only specified ability to do advanced calcula ons from basic principles on:

• List the basic principles and func ons of reduc on gearboxes.

– calcula ons of torque and power (including accelera on of different gearbox components)

• Draw a diagram to illustrate wheel and pinion in a gear train.

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Main changes to the curriculum – calcula ons on worm gear drives, including helix angle of worm screw thread and axial forces on worms and worm wheels.

• Overview of new content: – Includes theory of basic principles and func ons for gear trains and worm gear drives that students will be required to list, define, describe, and explain.

– Students will be required to draw labelled diagrams to assist in their explana ons.

– Many new calcula ons have been prescribed for both gear trains and worm gear drives.

New content Gear trains (simple and compound gear trains) • Define the term gear train and give examples of gear trains and applica ons thereof.

• Accelera on of gear trains (simple and compound) – Calculate torque required for accelera on, efficiency of gears, equivalent moment of iner a, input and output torque, resis ng torque, and total kine c energy.

• Worm gear drives – Explain the working principle of worm gear drive.

– Draw diagrams to show single start worm gear and double threaded worm gear.

• Worm gear drive calcula ons – List the formulas, quan es, symbols and basic SI units for units of measurements used on worm gear drive calcula ons.

– Calculate worm helix angle, angle of fric on, efficiency of worm drive, power output and input.

– Calculate pitch circle diameter, peripheral velocity, end thrust, number of teeth on worm wheel, gear ra o, centre distance, reduc on gear efficiency and fric onal torque.

– Calculate number of threads on worm, effort, distance moved and velocity ra o.

Module 6: Rail trac on and vehicle dynamics (15%)

Rail trac on

• Old syllabus only specified ability to do advanced calcula ons from basic principles on:

• List the basic principles and func ons of rail trac on and vehicle dynamics.

– calcula ons of accelera on and decelera on of trains on level tracks and inclines, including locomo ve trac ve efforts, resistances and super-eleva on – calcula ons on the effect of centrifugal force around curves, maximum safe speeds, side thrust on rails, and condi ons for no side thrust with banking.

• Explain the effect of centrifugal forces on vehicles travelling around a curve.

Rail resistance terms • Explain the meaning of the following terms: rolling resistance, inclined resistance, and accelera on force.

Locomo ve trac ve effort • Define locomo ve trac ve effort and drawbar pull.

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Main changes to the curriculum

New content

• Overview of new content:

Rail trac on calcula ons

– Expanded to include six separate units.

– Includes theory that students will be required to list, define and explain.

– Includes formulas, quan es, symbols and basic SI units that students will need to list for calcula ons on skidding and overturning on curved tracks and vehicle dynamics.

– Many new calcula ons have been prescribed for rail trac on calcula ons, skidding and overturning on curved tracks, and vehicle dynamics.

• Calculate speed on level tracks, accelera on, decelera on, upward movement and downward movement, constant accelera on and decelera on, total locomo ve force, wheel speed, locomo ve trac ve effort, locomo ve power, trac ve resistance, accelera on force, me, average power developed, drawbar pull, grade resistance, distance, braking force, energy dissipa on, retarding force, axle torque, velocity ra o, number of drive axles, mass, transmission losses and maximum speed.

Skidding and overturning on curved tracks • List the formulas, quan es, symbols and basic SI units for units of measurements used on skidding and overturning on curve calcula ons.

• Define the following terms: unbanked and banked tracks, and unbanked curves and banked curves.

• Calculate maximum speed without skidding and overturning, coefficient of fric on, moments, super-eleva on, maximum speed, side thrust, minimum radius of unbanked curves, banking angles.

• Calculate mass, centrifugal force, centre of gravity, height of centre of gravity above the track and fric onal resistance.

Vehicle dynamics • List the basic principles and func ons of vehicle dynamics.

• List three opposing forces that affect trac ve effort at constant speed.

• List the quan es, symbols and basic SI units for units of measurements used on vehicle dynamics.

• Define the following terms: power, trac ve effort and engine torque.

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Main changes to the curriculum

New content • Calculate the following: input and output power, axle torque, trac ve effort, engine torque, gear ra o, transmission efficiency, braking torque, decelera on, ini al angular velocity, engine power on level road, engine power on incline, angular and linear accelera on, angular velocity, angular retarda on, magnitude of the balancing couple, load transfer, normal reac ons, weight, front rear axle reac ons, load transfer, minimum distance before stopping, and maximum possible accelera on.

Module 7: Sta c and dynamic balancing (15%) • Old syllabus only specified ability to do advanced calcula ons from basic principles on sta c and dynamic balancing, focusing on: – balancing of masses rota ng in the same plane – balancing of masses rota ng in different planes – dynamic forces on bearings.

• Overview of new content: – Now also includes a unit on balancing of a single rota ng mass, with theory and calcula ons.

– Includes theory that students will be required to explain with the aid of diagrams.

– Students will now be required to construct couple and force polygons (diagrams).

– Many new calcula ons have been prescribed for dynamic forces at bearings.

Balancing a single rota ng mass • Explain the concept of balancing of a single rota ng mass with the aid of a labelled diagram.

• Calculate the centripetal accelera on.

• Calculate thrust on front bearings.

• Calculate centrifugal force.

• Calculate balancing of mass.

Balancing of several masses rota ng in the same plane (rota ng coplanar masses) • With the aid of diagrams, explain the concepts of balancing of several masses rota ng in the same plane.

• Explain the difference between sta c and dynamic balance.

Balancing of masses rota ng in different planes (Dalby’s Method) • Explain the concepts of balancing of several masses rota ng in different planes.

Dynamic forces at bearings • With the aid of diagrams, explain the concepts of dynamic forces at bearings.

• Calculate axial distance between planes of revolu on, angles and mass.

• Construct couple polygons and force polygons.

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Main changes to the curriculum

New content • Calculate the value of couple, dynamical loads on bearings, rela ve angular posi on, distance, value of unbalanced couple, magnitude of bearing reac ons, direc on of reac ons, and minimum and maximum ver cal forces.

Module 8: Kinema cs (20%)

Mo on

• Old syllabus only specified ability to do advanced calcula ons from basic principles (with velocity and accelera on diagrams where necessary) for three sec ons:

• Define the concept of relevant mo on.

– Rela ve velocity diagrams, four-bar chain, and direc on of angular velocity inversion – Instantaneous centre of rota on, and three instantaneous centres in line – Slider crank mechanism (graphical determina on of velocity and accelera on of a slider or piston) • Overview of new content: – Now contains four separate units with new theory and calcula ons.

– Students will be required to define and explain concepts, terms and calcula ons with the aid of diagrams.

– Many new calcula ons have been prescribed.

• Explain with the aid of diagrams the difference between linear mo on and angular mo on.

• Define the following terms with the aid of diagrams: machine, constrained kinema c pairs, kinema c chain, mechanism, four-bar chain, inversion, slider crank chain, rela ve velocity, and accelera on.

Rela ve velocity and accelera on • Calculate velocity; add and subtract vectors.

• Draw velocity diagrams for points on a link and Instantaneous centre of a link.

Centripetal and angular accelera on • Define the terms centripetal and angular accelera on.

• Draw diagrams and show the calcula ons for centripetal and angular accelera on.

• Calculate tangen al accelera on.

• Calculate centripetal and tangen al components.

Accelera on of links • Define the concept of accelera on of links.

• Draw accelera on diagrams.

• Calculate velocity, angular velocity and angular accelera on, and indicate direc on of rota on.

• Calculate linear velocity and linear accelera on using diagrams.

• Draw fully labelled space diagrams according to scale and find the instantaneous centre.

• Draw velocity and accelera on diagrams and show the angular accelera on of links and linear accelera on of the slider.

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Important points 1. This version of the book contains all of the changes to the curriculum.

2. There is a Lecturer’s Guide with: • comprehensive answers • marking guidelines • links to online materials to support teaching.

Features of TVET First Mechanotechnics N6 • The book is fully updated and aligned with the new 2021 curriculum.

• It is packed with fully explained, step-by-step examples.

• Ac vi es are provided to help students apply their knowledge to real-life situa ons.

• The book includes tables, bulleted lists and fully labelled diagrams to aid with explana on.

• Starter ac vi es are included to help s mulate discussions for learning.

• There are online links to help students understand real-life examples and mechanisms.

• Exam ps are supplied to help students remember important methods for overcoming exam challenges.

• Summaries and exam-type summa ve assessments, given at the end of each module, are indispensable tools for revision and exam prepara on.

• Formula sheets with formula descrip ons, given at the end of each module, are excellent revision and consolida on tools for exam prepara on.

• Important terminology is clearly explained and highlighted to help students understand difficult concepts and overcome language barriers.

• Enrichment ac vi es are supplied for all eight modules to ensure full understanding of all concepts and further extend students.

• Short answers for all module ac vi es are provided to allow students to self-assess.

• There is an extensive Lecturer’s Guide with ac vity answers and background informa on (including marking guidelines).

• Lesson and teaching plans have now incorporated via the 10-week plan.

TVET First author Sparrow Consul ng

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Quan ty Surveying N6

This document includes important informa on about the revised curriculum for Quan ty Surveying N6, scheduled for implementa on in 2021.

Modules and weigh ng Total percentage Module 1

Construc on processes

25%

Module 2

Quan ty surveying theory

25%

Module 3

Measurement

25%

Module 4

Quan

25%

es and cos ng TOTAL

Changes to the previous curriculum

100%

2021 curriculum

• The curriculum has been restructured. The previous curriculum was divided into three sec ons: Analysis of construc on details, Theory of quan ty surveying and Prac cal quan ty surveying.

There are four modules in the new curriculum.

• The scope of measurement of building work has changed from the previous curriculum.

• Analysis of construc on details is no longer covered as a separate sec on in the 2021 curriculum, but interpreta on of drawings and specifica ons forms the basis of the measurement module.

• Quan ty surveying prac ces have been updated in line with new industry requirements.

Module 1: Construc on processes

Communica on processes [NEW]

The content on varia on orders was prescribed in the Theory sec on of the previous curriculum.

Communica on processes and arbitra on are new to this curriculum.

• Describe the communica on process in construc on projects with regards to: – architect’s site mee ng – architect’s instruc ons – distribu on of correspondence, drawing and other informa on – site visit by architect, quan ty surveyor.

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Changes to the previous curriculum

2021 curriculum Varia on orders • Describe the difference in posi ve and nega ve changes in a given measured structure.

• Explain the steps and considera ons taken by a quan ty surveyor for varia on to be paid out.

Arbitra on [NEW] • Define arbitra on.

• List the types of building disputes that can lead to an arbitra on court.

Module 2: Quan ty surveying theory

Quan ty surveying theory

Content on methods and forms of bills of quan es from the Theory sec on of the previous curriculum is covered here.

• List and explain the different methods of producing bills of quan es.

Bill of quan es methods such as cut and shuffle and computer methods are not men oned in the new curriculum.

Some of the terminology required is new, for example, con ngency sum and the maintenance period.

• Explain the difference between provisional sums and prime costs.

• Describe spot items and give examples. [NEW] Terminology of quan ty surveying Define the following terms used in quan ty surveying: • Day works • Con ngency sum [NEW] • Preambles • Preliminaries • Provisional quan

es

• Maintenance period [NEW] • Extras • Omissions Module 3: Measurement

• Sub-module 3.1: Plumbing and drainage

This sec on is divided into sub-modules for each item of measurement. This informa on was previously given under the scope of the previous curriculum.

• Sub-module 3.2: Basements

The content has been altered completely. Students are no longer required to measure complete buildings or parts of buildings; three-storey blocks with steel fire escapes; demoli ons or altera ons.

• Sub-module 3.3: Timber roof construc on • Sub-module 3.4: Reinforced concrete structures [NEW] • Sub-module 3.5: Piling • Sub-module 3.6: Measuring varia on (omissions and addi ons) [NEW]

Measuring varia ons is included in this sec on rather than in the theory module.

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Changes to the previous curriculum

2021 curriculum

Module 4: Quan

Quan

es and cos ng

Calcula ons of the costs of quan es and construc on is new to the 2021 curriculum.

es [NEW]

• Calculate the amount of cement and sand required for a given area of plastered wall, and also given the following Informa on: – Mortar mix ra o – Plaster thickness (15 mm or 20 mm) – Density of cement is 1 506 kg/m3 – Percentage bulking of sand (between 20% and 30%) • Calculate, from given construc on drawings, the amount of cement, sand and aggregate for the following: – reinforced concrete column (number of columns may vary) – concrete floor slab (thickness 75 or 100 mm, length and width may vary).

Informa on to be made available: – Concrete mix ra o – Drawings – Density of cement (1 506 kg/m3) – Percentage bulking of sand (between 20% and 30%) Construc on cos ng [NEW] • Calculate the total cost of brickwork for building a one-brick garden wall from given plan and sec on (shapes may differ). The bricklaying rate (includes labour and materials) is R322 per m2 (may vary).

Informa on to be made available: – Bricklaying rate (labour and materials) is R322 per m2 (may vary) – 30% for overhead and profit (percentage may vary) • Calculate, from a given plan, the total cost of materials for cas ng a concrete founda on.

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Changes to the previous curriculum

2021 curriculum Informa on to be made available: – Concrete mix ra o – Drawings – Density of cement (1 506 kg/m3) – Percentage bulking of sand (between 20% and 30%) – Price of sand per m3 – Price of cement per bag – Price of bricks per 1 000 bricks

Important points • TVET First Quan ty Surveying N6 covers all requirements of the 2021 curriculum and is recommended by the DHET. • The authors are Sparrow Consul ng, who write many engineering textbooks for TVET Colleges.

• The Student’s Book has the following features: – Useful forms for correspondence and reports are supplied.

– Lists and tables of advantages and disadvantages of different construc on elements are supplied with full explana ons of terminology to help students to learn and revise.

– Content is bulleted to make it accessible, and to help students revise for exams.

– Module 3 covers taking off and measuring of each building sec on. There is step-by-step guidance on how to measure each item in the take-off list, followed by worked examples and ac vi es for the full measurement process.

– The relevant measuring rules per trade are summarised at the beginning of each sub-module.

– Diagrams and photographs are used to help students understand parts used in building.

– Explana ons of calcula ons are given with construc on diagrams to guide students on how to use these diagrams correctly.

– Starter ac vi es are included to help s mulate discussions for learning.

– Summaries and exam-type summa ve assessments given at the end of each module are indispensable tools for revision and exam prepara on.

– Students are given a full original prac ce exam so that they can familiarise themselves with the exam format.

– Important terminology is clearly explained and highlighted to help students understand difficult concepts and overcome language barriers.

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• The Lecturer’s Guide provides: – lesson and teaching plans now incorporated via the weekly plan – comprehensive answers to all ac vi es – two formal tests with marking memoranda – full mark alloca ons to aid with marking and exam prepara on.

TVET First authors Sparrow Consul ng

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Contents Business N5 Applied Management N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

Travel Office Procedures N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

Travel Services N5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10

Implementation Dates 2022

SUPPORTING YOU THROUGH

NATED 2022 CURRICULUM IMPLEMENTATION

Business N6 Applied Management N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15

Business Studies

Engineering

Communica on N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

18

Semester 1

Trimester 1

Computer Prac ce N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

40

Applied Management N6

Mathematics N4

Informa on Processing N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47

Communication N6

Building & Structural Construction N4

Computer Practice N6

Building & Structural Surveying N4

Travel Office Procedures N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

52

Information Processing N6

Building Administration N4

Travel Office Procedures N6

Engineering Science N4

Engineering N6

Travel Services N6

Electrotechnics N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

62

Mechanotechnics N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

72

Quan ty Surveying N6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

80

Computerised Financial Systems N4 Entrepreneurship & Business Management N4

Semester 2

Trimester 2

Computerised Financial Systems N5

Mathematics N5

Entrepreneurship & Business Management N5

Building & Structural Construction N5 Building & Structural Surveying N5 Building Administration N5 Strength of Materials & Structures N5

Implementation Dates 2023 Business Studies

Engineering

Semester 1

Trimester 1

Computerised Financial Systems N6

Mathematics N6

Entrepreneurship & Business Management N6

Building & Structural Construction N6 Building & Structural Surveying N6 Building Administration N6 Strength of Materials & Structures N6

LECTURER’S GUIDES available for all STUDENT’S BOOKS 85

N5 –N6 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 Business and Engineering curricula PART 2

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 Updated and modernised content Content removed

SUPPORTING YOU THROUGH

NATED 2021 CURRICULUM IMPLEMENTATION

TVET FIRST