NATIONAL CERTIFICATE (VOCATIONAL)

SUBJECT GUIDELINES

ELECTRICAL WORKMANSHIP

NQF LEVEL 4

IMPLEMENTATION: JANUARY 2015

 INTRODUCTION
A. What is Electrical Workmanship?
Electrical Workmanship introduces students to the technical field. It will equip students with
the necessary hand-skills for the construction industry. Workshop and fieldwork procedures
that conform to safety regulations and safe working practices will also be learnt.
Students will have been introduced to the subject Workshop Practice at Level 2 and to
Electrical Workmanship at Level 3. At Level 4 students continue with the practical
implementation of theoretical concepts that are more representative of the workplace.

B. Why is Electrical Workmanship important in the Electrical Infrastructure

Construction programme?
Electrical Workmanship will equip students with the necessary hand-skills, safety awareness
and knowledge of first aid, and will help them to become accustomed to the technical
environment.
Electrical Workmanship contains enough trade specific skills, knowledge, attitudes and
values for students to develop confidence in the maintenance, repair and construction of
basic electrical systems in practice.

C. The link between the Learning Outcomes for Electrical Workmanship and the
Critical and Developmental Outcomes
This subject covers a substantial portion of the practical knowledge component of the exit
level outcomes. The application of this subject is outcomes orientated and relates to the
Critical and Developmental Outcomes. Students will be taught to:
 Identify and solve problems
Recognise principles of electricity and react appropriately
 Work effectively with others
Solve electricity-related problems
 Organise and manage their activities and themselves
Apply planned procedures for using, storing and looking after equipment, tools, test
equipment, drawings and parts
 Collect, organise and evaluate information and take appropriate action
Use media centres to collect information
 Communicate effectively
Use common names for electrical equipment, tools, test equipment, drawings and parts
 Use science and technology
Use and apply science and technology principles in both theory and practice
 Demonstrate understanding of subject content through the application of acquired
knowledge
Solve problems by using subject contents.
D. Factors that contribute to achieving the Electrical Workmanship Learning
Outcomes
 An understanding of technical (electro-mechanical) principles
 Analytical ability
 Ability to do mathematical calculations and manipulations
 Hand skills (practical skills)
 Practical improvisation abilities.
 ELECTRICAL WORKMANSHIP – LEVEL 4

CONTENTS

INTRODUCTION

1 DURATION AND TUITION TIME

2 SUBJECT LEVEL OUTCOMES AND FOCUS

3 ASSESSMENTS

3.1 Internal assessment

3.2 External assessment

4 WEIGHTED VALUES OF TOPICS

5 CALCULATION OF FINAL MARK

6 PASS REQUIREMENTS

7 SUBJECT AND LEARNING OUTCOMES

Topic 1 Safety

Topic 2 Typical electrical installations

Topic 3 Illumination

Topic 4 Domestic appliances and portable electrical power tools

Topic 5 Electric machines and control gear

8 RESOURCE NEEDS FOR THE TEACHING OF ELECTRICAL WORKMANSHIP –

LEVEL 4

8.1 Physical resources

8.2 Human resources

8.3 Financial resources

 Electrical Workmanship Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)

1 DURATION AND TUITION TIME

This is a one year instructional programme comprising 200 teaching and learning
hours. The subject may be offered on a part-time basis provided all of the assessment
requirements set out hereunder are adhered to.
Students with special education needs (LSEN) must be catered for in a way that
eliminates barriers to learning.

2 SUBJECT LEVEL OUTCOMES AND FOCUS

SAQA Qualification ID: 50441
Exit Level Outcome: Apply Electrical workshop practices and procedures.
On completion of this subject the student should be able to:
 Apply safe work practices in electrical installations and maintenance thereof as well as
when repairing and testing domestic appliances and portable electrical power tools.
 Explain key concepts, symbols and principles of basic electrical control circuits and
illumination and perform related calculations for efficiency.
 Fault-find, repair and test domestic appliances and portable electrical power tools.
 Install, test and commission electrical machines for electrical construction and
maintenance purposes.

Associated Assessment Criteria:

 Safety is adhered to in electrical installations and maintenance thereof as well as when
repairing and testing domestic appliances and portable electrical power tools.
 Key concepts, symbols and principles of basic electrical control circuits and
illumination are explained using diagrams and sketches and efficiency is calculated.
 Fault-finding is conducted for domestic appliances and portable electrical power tools
when repairing and testing.
 Electrical machines are installed, tested and commissioned for electrical construction
and maintenance purposes.

3 ASSESSMENT
Information provided in this document on internal and external assessment aims to
inform, assist and guide lecturers to plan the effective teaching of the subject.
The Assessment Guidelines accompanying this document provide detailed information
for planning and conducting internal and external assessments.
3.1 Internal assessment (constitutes 50 percent of the final mark)
Detailed information regarding internal assessment and moderation is outlined in the
current Internal Continuous Assessment (ICASS) Guideline document provided by the
Department of Higher Education and Training (DHET).
3.2 External assessment (constitutes 50 percent of the final mark)
A national examination is conducted annually in October or November by means
of a paper(s) set and moderated externally. A practical component, the Integrated
Summative Assessment Task (ISAT), will be included in the external assessment.
Detailed information regarding external assessment and moderation is outlined in the
National Policy on the Conduct, Administration and Management of the Assessment of
the National Certificate Vocational Gazette Number 30287, dated 12 September 2007.

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Department of Higher Education and Training
Electrical Workmanship Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)

4 WEIGHTED VALUES OF TOPICS

WEIGHTED *TEACHING
TOPICS
VALUE HOURS

1. Safety 20% 22

2. Typical electrical installations 20% 22

3. Illumination 20% 22

4. Domestic appliances and portable electrical power 20% 22

tools

5. Electric machines and control gear 20% 22

TOTAL 100 110

*Teaching Hours refers to the minimum hours required for face to face instruction and
teaching. This excludes time spent on revision, tests and internal and external examinations
or assessment. The number of allocated teaching hours is influenced by the topic weighting,
complexity of the subject content and the duration of the academic year.

5 CALCULATION OF FINAL MARK

Internal assessment mark: Student’s mark/100 x 50 = a mark out of 50 (a)

Examination mark: Student’s mark/100 x 50 = a mark out of 50 (b)
Final mark: (a) + (b) = a mark out of 100

All marks are systematically processed and accurately recorded to be available as hard copy
evidence for, among others, purposes of moderation and verification.

6 PASS REQUIREMENTS
A student must obtain at least fifty (50) percent in ICASS and fifty percent (50) in the
examination to achieve a pass in this subject.

7 SUBJECT OUTCOMES AND LEARNING OUTCOMES

On completion of Electrical Workmanship Level 4 the student should have covered the
following topics:
Topic 1: Safety
Topic 2: Typical electrical installations
Topic 3: Illumination
Topic 4: Domestic appliances and portable electrical power tools
Topic 5: Electric machines and control gear

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Department of Higher Education and Training
 Electrical Workmanship Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)

Topic 1: Safety

Subject Outcome 1: Apply safety in the workplace

Learning Outcomes:
The student is able to:
 Explain the effects of electrical accidents on humans and property
 Explain potential causes of harm to workers
Range: injury, health effects, quality of life, machinery, handling processes, hazardous
substances, slips, trips and falls, workplace conditions
 Describe safe work practices with electrical equipment and power tools
 Explain why a workplace should implement hazard control
 Perform and apply risk assessment procedures in the workplace
Range: Probability: –very likely, likely, unlikely, highly unlikely
Consequences: –fatality, major, minor, negligible
Priority: 1&2 – high priority; 3&4 – medium priority; 5&6 – low priority
 Describe the hierarchy of control and where they are used

Topic 2: Typical electrical installations

Subject Outcome 2.1: Describe typical electrical installations

Learning Outcomes
The student is able to:
 Identify and interpret electrical drawing symbols from diagrams
 Design, draw and explain basic electrical control circuits
Range: Three-heat switch, energy regulator switch (simmerstat), geyser thermostat, direct
on-line motor starter, lighting control with light sensor and timer
 Design, draw and explain lighting, socket outlet, geyser, stove and distribution board
circuits
Range: lighting, including two way and intermediate switching
 Interpret and apply the SANS 10142-1 regulations
Range: Regulations 5.1.3, 5.2.5 , 5.2.6 , 5.2.7, 5.2.8 , 5.4.3 ,6.1, 6.3.3, 6.3.6.6 and 6.2.7.1
 List and explain the different types of short-circuits that can occur in an electrical
installation ( including three-phase systems)
 List and explain the consequences of short-circuits in an electrical installation
 Calculate the cross-sectional area of protective conductors with regard to thermal
stresses due to currents of short duration
Range: Sp = √ (I² t) ÷ k (SANS 60439-1)

Topic 3: Illumination

Subject Outcome 3.1: Explain illumination and different lamp circuits

Learning Outcomes:
 Explain terms used in illumination and their respective units of measurement
Range: luminious flux, luminious intensity, luminious efficiency or efficacy, illuminance and
luminance
 List the characteristics of a good lighting scheme
 With the aid of diagrams list and explain light fitting classifications

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Department of Higher Education and Training
Electrical Workmanship Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)

Range: direct, semi-direct, indirect, semi-indirect and general diffusing

 Explain with the aid of a sketch the design, principle of operation, circuitry needed,
advantages and disadvantages of the different types of lamps
Range: incandescent, tungsten halogen (including low voltage halogen lamps), Hg- and Na-
vapour, fluorescent lamps (including compact fluorescent lamps) and LEDs
 Explain the stroboscopic effect of fluorescent lamps and how it can be minimised
 Discuss the colour emitted, efficiencies, environmental impact, power consumption and
life expectancy of different types of lamps and choose the best lamp for the application

Topic 4: Domestic appliances and portable electrical power tools

Subject Outcome 4.1: Fault-find, repair and test domestic appliances and portable
electrical power tools
Range includes but is not limited to:
 Domestic appliances such as kettles, steam irons, stoves, geysers, washing machines
and tumble dryers.
 Electric and battery operated power tools such as hand-drills, grinders, orbital sanders
and jig-saws.
 Single phase and either fixed-wired or connected by means of a plug top
Learning Outcomes:
The student is able to:
 Describe the techniques used to identify the cause of, and to locate faults or faulty
components in domestic appliances and portable power tools
Range: Observation, asking customer questions, simulation, measurement, sound, smell,
identification of loss of function, comparison, previous fault occurrence and using
manufacturer’s service manual
 Fault-find domestic appliances and portable electrical power tools including electrical
appliances and tools fitted with motors
 Repair domestic appliances and portable electrical power tools to fully serviceable
condition
 Explain the procedure for safe testing of domestic appliances and portable electrical
power tools to ensure that it is safe to connect to the mains supply

Topic 5: Electric machines and control gear

Subject Outcome 5.1: Install, test and commission electrical machines

Range:
DC: Series, shunt and compound motors
AC: capacitor-start capacitor-run, permanent capacitor, capacitor-start induction-run,
resistance-start induction run, and universal motors including three-phase induction motors
Protective features incorporated in motor starters, including over current, no-volt, phase
reversal and phase failure
Learning Outcomes:
The student is able to:
 Describe the preparation for installing electrical machines

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Department of Higher Education and Training
 Electrical Workmanship Level 4 Subject Guidelines (January 2015) National Certificates (Vocational)

Range: Check electrical supply, suitability for operating environment, inspection of machines
for damage, lubrication, cleanliness, foundation
 Install electrical machines
Range: Positioning, alignment of shaft, electrical connections, control and protection
equipment, installation of guards and covers
 Test and commission electrical machines
Range: Commissioning includes tests, adjustments and conformation of operation of control
equipment such as switch gear, over-temperature, open-circuit, short-circuit and overload
protection, direction of rotation, temperature rise and current drawn
 Overhaul electrical machines and control gear
Range: Mechanical and electrical inspections including testing of brush spring pressure and
brush-arm insulation, replacing bearing and seal, replacing damaged parts, cleaning of
parts, replacing capacitors, relays and protection devices

8 RESOURCE NEEDS FOR THE TEACHING OF ELECTRONIC CONTROL AND

DIGITAL ELECTRONICS – LEVEL 3

8.1 Physical resources

Well equipped classrooms and workshops are essential for this practically orientated
subject. If possible using the facilities of employers in the electrical field, for training, is
preferred.

8.2 Human resources

 Lecturing staff must have appropriate electrical qualifications and must possess the
necessary knowledge, skills and reflexive approach to ensure that students’ learning is
kept up to date with the latest technologies and changing trends in their specialist field.
 Continuous staff development with exposure to an industrial environment is necessary for
lecturers to acquire new skills and update their existing skills where new technologies
have been introduced. Lecturers are required to spend a structured and routine period
annually in an industrial environment for these purposes.
 Staff development in terms of updating teaching, learning and assessment skills is
required on an on-going basis, particularly for staff coming from industry into the
educational environment of an FET college.

8.3 Other resources

The institution should have funding available to provide the following:
 consumables required to perform practical assignments and examinations
 maintenance of physical recourses
 purchasing of new equipment.

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Department of Higher Education and Training