SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE: 

Diploma: Construction: Timber Vocations 
SAQA QUAL ID QUALIFICATION TITLE
65898  Diploma: Construction: Timber Vocations 
ORIGINATOR
City Guilds International 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY NQF SUB-FRAMEWORK
CETA - Construction Education and Training Authority  OQSF - Occupational Qualifications Sub-framework 
QUALIFICATION TYPE FIELD SUBFIELD
Advanced Certificate  Field 12 - Physical Planning and Construction  Physical Planning, Design and Management 
ABET BAND MINIMUM CREDITS PRE-2009 NQF LEVEL NQF LEVEL QUAL CLASS
Undefined  240  Level 5  NQF Level 06  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Passed the End Date -
Status was "Reregistered" 
EXCO 07158/17  2015-07-01  2016-12-31 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2017-12-31   2019-12-31  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This qualification does not replace any other qualification and is not replaced by any other qualification. 

PURPOSE AND RATIONALE OF THE QUALIFICATION 
Purpose:

The purpose of the qualification is to provide learners with underpinning knowledge and practical skills to work in the field of timber vocations within the construction industry.

Learners who achieve this qualification are able to:
  • Carry out mathematical calculations.
  • Use drawing equipment.
  • Construct drawings.
  • Communicate effectively in the construction industry.
  • Apply computer skills effectively in construction applications.
  • Select and use basic and hand tools in a correct and safe manner.
  • Set out and make basic joints and components to form products.
  • Adopt and maintain safe working practices.
  • Use all equipment, powered or hand operated, safely and in accordance with national standards.
  • Identify and select materials from given specifications and for specific applications based on their technical properties.
  • Describe the properties of the main types of materials in use.
  • Take off dimensions from drawings of linear, rectangular, circular, semi circular and triangular structures/products.
  • Calculate quantities to assist in preparing, costing and estimating.
  • Set out components to form products.
  • Maintain and sharpen tools.
  • Cut joints and form components to make products out of solid wood and composite materials.
  • Identify environmental effects and benefits of timber based materials and processes.
  • Carry out the alteration, repair and restoration of existing buildings.

    And
  • Set out, manufacture and assemble components, frames and products.

    Or
  • Install components, frames and products.

    And
  • Apply calculations to problems associated with machines and tooling.
  • Produce working drawings of complex structures and products.
  • Set up, change tooling and operate woodworking machinery.
  • Set out, manufacture and assemble complex components, frames and products.
  • Install components, frames and products.
  • Clean, service and maintain woodworking machinery.
  • Plan, organise and supervise building operations and staff.

    Or
  • Produce working drawings of complex structures and products.
  • Set up, change tooling and operate woodworking machinery.
  • Set out, manufacture and install components, frames and products.
  • Set out and manufacture various types of formwork.
  • Plan, organise and supervise building operations and staff.

    Plus one of the following areas depending on the electives chosen:

    Trowel vocations:
  • Use basic tools in a correct and safe manner.
  • Mix and lay concrete.
  • Mix mortar and lay bricks or blocks.

    Painting and decorating:
  • Use basic tools in a correct and safe manner.
  • Prepare surface.
  • Apply oil and water based paints.

    Plumbing:
  • Use basic tools in a correct and safe manner.
  • Cut and bend pipes.
  • Make pipe joints.

    Refrigeration and air conditioning:
  • Use basic tools in a correct and safe manner.
  • Cut and bend refrigeration quality pipes.
  • Make pipe joints.

    Electrical installation:
  • Use basic tools in a correct and safe manner.
  • Set out and install domestic single phase circuits.
  • Install accessories and terminate cables.

    Learners who choose the Preservation Skills specialisation are able to:
  • Explain the historic preservation movement.
  • Identify historic building styles.
  • Describe historic building materials.
  • Describe considerations involved in working on historic structures.
  • Describe historic building techniques.
  • Identify and evaluate the deterioration of materials in historic structures.
  • Produce a written inspection and evaluation report for an historic structure.
  • Read and interpret blueprints and specifications for work on historic structures.
  • Describe the process of preparing the work site.
  • Identify the skills needed for demolition and salvage of historic structures.
  • Explain the procedure to install and conceal new mechanical systems in an historic building.
  • Identify the skills needed to stabilise, preserve and restore the roof of an historic building.
  • Describe the role of the timber vocations in the preservation industry.
  • Stabilise restore and preserve wooden parts of historic buildings other than windows and doors.
  • Stabilise and preserve or restore windows and doors in an historic building.
  • Explain the procedures for roofing.

    Rationale:

    This qualification has been designed to develop specific, advanced level skills appropriate to a person working in first level management in the construction industry. It brings together the theoretical and practical elements of timber vocations - bench joinery or timber vocations - site carpentry and will help to professionalise the construction industry. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    It is assumed that learners have achieved the equivalent of NQF Level 4 in a formal education environment.

    Recognition of Prior Learning (RPL):

    The structure of this qualification makes the Recognition of Prior Learning possible. This qualification may therefore be achieved in part or completely through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The learner should be thoroughly briefed on the mechanism to be used and support and guidance should be provided. Care should be taken that the mechanism used provides the learner with an opportunity to demonstrate competence and is not so onerous as to prevent learners from taking up the RPL option towards gaining a qualification.

    If the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this qualification the appropriate credits should be assigned to the learner. Recognition of Prior Learning will be done by means of Integrated Assessment as mentioned above.

    This Recognition of Prior Learning may allow:
  • Accelerated access to further learning at this or higher levels on the NQF.
  • Gaining of credits towards a unit standard.
  • Obtaining of this qualification in part or in whole.

    Access to the Qualification:
  • There is open access to the qualification. However, it is preferable that learners should acquired language competencies and mathematical literacy competencies at NQF Level 4. 

  • RECOGNISE PREVIOUS LEARNING? 

    QUALIFICATION RULES 
    This qualification is made up of a combination of learning outcomes from Fundamental, Core and Elective components, totalling 240 credits.
  • Fundamental Component (20 credits):
    > Communication (10 credits).
    > Mathematical Literacy (10 credits).
  • Core Component (140 credits).
  • Elective Component (80 credits). 

  • EXIT LEVEL OUTCOMES 
    1. Use effective communication skills within the workplace.

    2. Use mathematics calculations.

    3. Effectively use information technology in the workplace.

    4. Apply safe working practices within own area of work.

    5. Construct, read and use drawings as required within the construction industry.

    6. Maintain safe working conditions and adopt safe procedures.

    7. Identify main types of material and describe the basic properties of each.

    8. Produce drawings and take off dimensions from drawings of linear and rectangular structures.

    9. Calculate quantities to assist in preparing, costing and estimating.

    10. Set out components to form products.

    11. Select, use and maintain hand tools in a correct and safe manner.

    12 Cut joints and form components to make products out of solid wood and composite materials.

    13. Carry out the alteration, repair and renovation/restoration of existing buildings.

    14. Set out, manufacture and install components, frames and products.

    15. Plan, organise and supervise building operations and staff.

    Elective Exit Level Outcomes:

    16. Acquire basic tool skills and mix and lay concrete and mortar and lay bricks or blocks.

    17. Acquire basic tool skills to prepare a surface and apply various types of paint.

    18. Acquire basic tool skills to cut, mend and join pipes.

    19. Acquire basic tool skills to cut, bend and join pipes.

    20. Acquire basic tool skills and set out and install domestic single phase circuits.

    21. Clean, service and maintain woodworking machinery.

    22. Explain the historic preservation movement.

    23. Identify historic building styles.

    24. Describe historic building materials.

    25. Describe considerations involved in working on historic structures.

    26. Describe historic building techniques.

    27. Identify and evaluate the deterioration of materials in historic structures.

    28. Produce a written inspection and evaluation report for an historic structure.

    29. Read and interpret blueprints and specifications for work on historic structures.

    30. Describe the process of preparing the work site.

    31. Identify the skills needed for demolition and salvage of historic structures.

    32. Explain the procedure to install and conceal new mechanical systems in an historic building.

    33. Identify the skills needed to stabilise, preserve and restore the roof of an historic building.

    34. Describe the role of the timber vocations in the preservation industry.

    35. Stabilise and preserve or restore windows and doors in an historic building.

    36. Install components, frames and product.

    37. Set out, manufacture and assemble components, frames and products.

    Critical Cross-Field Outcomes:

    This qualification addresses all the Critical Cross-Field Outcomes. A learner who obtains this qualification:
  • Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made.
  • Work effectively with others as a member of a team, group, organisation, community.
  • Organise and manage oneself and one`s activities responsibly and effectively.
  • Collect, analyse, organise and critically evaluate information.
  • Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation.
  • Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others.
  • Demonstrate an understanding of the world as a set of related systems by recognising that problem- solving contexts do not exist in isolation. 

  • ASSOCIATED ASSESSMENT CRITERIA 
    Associated Assessment Criteria for Exit level Outcome 1:
  • Use the writing process to compose various reports and texts required within the workplace - fill out a daily/weekly diary or log of work activities.
  • Read and interpret various texts with understanding - drawings, specifications and other administrative documents.
  • Use different methods of communication to liaise with the building team.
  • Receive customer requirements and promptly deal with them.
  • Access and use technical information from different sources.

    Associated Assessment Criteria for Exit level Outcome 2:
  • Carry out calculations applied to whole and decimal numbers.
  • Read measuring equipment.
  • Solve calculations, involving the use of an electronic calculator, applied to whole and decimal numbers.
  • Calculate the areas and perimeters of various shapes.
  • Calculate percentage increases and decreases.

    Associated Assessment Criteria for Exit level Outcome 3:
  • Identify computer information technology system hardware.
  • Identify the use of computer information technology systems.
  • Identify the types of electronic communication systems used in the construction industry.
  • Draw an organisational chart showing the structure of a multi-trade construction company.
  • Describe the knowledge and skills required for a specified site vacancy.
  • Describe the administration systems of a multi-trade construction company.
  • Identify the key issues of customer service/care in a construction company.
  • Use information technology systems for communication.
  • Select and use a suitable software application for a given task.

    Associated Assessment Criteria for Exit level Outcome 4:
  • Describe relevant sections of the Occupational Health and Safety Act.
  • Prevent hazards.
  • Carry out basic first aid treatments in simulated conditions.
  • Select correct equipment and carry out basic fire fighting techniques in simulated conditions.
  • Participate in emergency procedures.
  • Carry out manual handling operations.
  • Select and use protective clothing and equipment as applicable to the task.
  • Apply good housekeeping practices at all times.
  • Carry out risk assessments and identify potential hazards.
  • Prepare an accident report.
  • Correctly wire appliance plugs.

    Associated Assessment Criteria for Exit level Outcome 5:
  • Set out drawing sheets to required standards.
  • Produce, read and work from scale drawings.
  • Construct and bisect lines and angles using drawing equipment..

    Associated Assessment Criteria for Exit level Outcome 6:
  • Carry out safe working practices to prevent hazards and to ensure the safety of working personnel and members of the public.
  • Carry out safe working practices using various equipment/materials to protect surrounding work areas from infringement or contamination.
  • Carry out the safe erection, use and dismantling of simple scaffold platforms less than 2m high.
  • Inspect for faults, set up and safely use steps and ladders in general use.
  • Set up safety barriers around a hazard.
  • Select and use protective clothing and safety equipment for specific tasks.
  • Use and store toxic materials in a safe manner.
  • Inspect and keep records on the condition of scaffold platforms over 2m high.
  • Ensure safe working practices when in close proximity to site machinery or alongside road traffic.
  • Complete an accident report for a simulated accident resulting in injury.
  • Establish a level base for setting up scaffolding on sloping or uneven ground or over obstructions.
  • Establish a firm base for scaffolding on made up ground or soil that has been disturbed by excavations.
  • Check equipment and inspection records to ensure tools are to standard prior to issue.
  • Instruct a new team member in site safety procedures/rules and issue appropriate safety equipment.
  • Carry out a risk assessment and prepare a report identifying the potential hazards of a fixed woodworking machine.
  • Carry out a risk assessment and prepare a report identifying the potential hazards of a portable power hand tool.
  • Inspect and keep records on the condition of excavations.

    Associated Assessment Criteria for Exit level Outcome 7:
  • Identify and select common softwoods and hardwoods from given specifications and for specific applications based on their technical properties.
  • Identify and select manufactured boards and sheet materials from given specifications and for specific applications based on their technical properties.
  • Identify and select wood preservatives and insecticides from given specifications and for specific applications based on their technical properties.
  • Identify and select adhesives and abrasive sheets from given specifications and for specific applications based on their technical properties.
  • Identify and select wood screws/components and nails from given specifications and for specific applications based on their technical properties.
  • Identify and select timber based doors for specific applications based on their technical properties.
  • Identify and select timber based windows for specific applications based on their technical properties.
  • Identify the availability, suitability and relative costs of timber based products available in the country of study.
  • Identify the environmental effects of forestry and the manufacture of timber based products.
  • Describe the suitability of various tooling materials for specific applications.
  • Identify and select materials suitable for producing packings and mouth pieces for circular rip saws based on their technical properties.
  • Identify and select oil and slip stones for specific applications based on their technical properties.
  • Identify and select liquids suitable for use with oil/slip stones for specific applications based on their technical properties.

    And
  • Identify and select the various components used in the construction of suspended ceilings based on their technical properties.
  • Identify and select the various components and materials used in formwork based on their technical properties.
  • Identify and select hinges suitable for hanging double swing doors based on their technical properties.
  • Identify and select various fixings for specific applications based on their technical properties.
  • Identify and select various components used in the construction of shoring.

    Or
  • Identify and select door ironmongery and accessories based on their technical properties.
  • Identify and select window ironmongery and accessories based on their technical properties.
  • Identify and select various mouldings for specific applications.
  • Identify and select various drive belts for specific applications based on their technical properties.
  • Identify and select oils and greases for specific applications based on their technical properties.
  • Identify and select stud extractors, taps and dies for specific applications based on their technical properties.

    Associated Assessment Criteria for Exit level Outcome 8:
  • Produce working drawings from plans and details of basic and complex linear, rectangular, triangular, circular, semi circular and semi elliptical structures/products.
  • Take off accurate dimensions from drawings of linear, rectangular, circular, semi circular and triangular structures/products.
  • Take off and compile overall linear dimensions from drawings of linear and rectangular structures and rectangular structures.

    Associated Assessment Criteria for Exit level Outcome 9:
  • Calculate areas and volumes from dimensions taken off drawings of linear, rectangular, circular, semi circular and triangular structures/products.
  • Calculate the quantity and cost of materials required from drawings of linear, rectangular, circular, semi circular and triangular structures/products.
  • Calculate component spacings of linear, rectangular, circular, semi circular and triangular structures/products.
  • Calculate the minimum blade diameter for a circular saw from given specifications.
  • Calculate the number and pitch of teeth on a circular saw blade.
  • Calculate the length of a band saw blade to suit machine specifications.
  • Calculate the cutting speed of various machine tools.
  • Calculate the cutter pitch marks (wave field) produced by rotary cutting machines.

    And
  • Calculate the quantity and cost of labour required for the construction of domestic premises from given data.

    Or
  • Calculate output speeds for a drive belt system from given specifications.
  • Calculate the quantity and cost of labour required for the manufacture of joinery products from given data.

    Associated Assessment Criteria for Exit level Outcome 10:
  • Measure and set out components to produce workshop rods and drawings to manufacture linear, rectangular and triangular structures/products.
  • Draw cut away and hidden detail onto setting out rods of linear, rectangular and triangular structures/products.
  • Set out component spacings of basic and complex linear, rectangular, triangular, circular, semi circular and semi elliptical structures/products.
  • Use tools and equipment to take measurements from site for the manufacture of components and products.
  • Prepare cutting lists from setting out rods of complex linear, rectangular and triangular structures/products.

    And
  • Set out dormer roofs to scale with tolerances to industry standards.
  • Set out a mansard/gambrel roof to scale with tolerances.

    Or
  • Measure and set out components to produce workshop rods and drawings of complex circular, semi-circular and semi-elliptical structures/products.
  • Draw cut away and hidden detail onto setting out rods of complex circular, semi-circular and semi-elliptical structures/products.

    Associated Assessment Criteria for Exit level Outcome 11:
  • Select, use, clean, service and store basic hand tools and portable power tools to prepare timber joints, components and products
  • Sharpen, set, top and hone a variety of tools.
  • Use safety equipment and machine guards for all portable powered tools in accordance with national/local standards.

    And
  • Set up and operate the following correctly: circular saw, jig saw, router, planer, power drill, sanding machine, circular rip saw, narrow band saw, surface planer, thickness planer (panel planer), chisel morticing machine.

    Or
  • Set up and operate the following correctly: circular rip saw, cross cut saw, narrow band saw, surface planer, thickness planer (panel planer), chisel morticing machine, circular saw, jig saw, router, planer, power drills and sanding machines.

    Associated Assessment Criteria for Exit level Outcome 12:
  • Set out and produce basic joints to form components and products.
  • Assemble and finish components to form products.

    Associated Assessment Criteria for Exit level Outcome 13:
  • Service, clean and change the handing of a mortice lock.
  • Splice a new section into a door style.
  • Remove and replace a door panel.
  • Insert sections into a door surface following the relocation of ironmongery.
  • Identify and select materials to match existing and surrounding areas.
  • Remove and replace a section of flooring.
  • Prepare suitable material and repair a section of damaged walling.
  • Form an opening for a doorway in an existing partition wall.
  • Install a new dormer roof into an existing pitched roof.
  • Remove a damaged section of floor joist and replace with new material.
  • Shore up an existing wall in preparation for major structural alterations.

    Associated Assessment Criteria for Exit level Outcome 14:
  • Set out, manufacture and install the following: pitched roofs, suspended ceilings, temporary formwork, finishing and second fixing.

    Or
  • Set out, manufacture and install the following: doors, windows, stairs, second fixing.

    Associated Assessment Criteria for Exit level Outcome 15:
  • Identify various elements of a construction project and arrange in a logical sequence of events.
  • Calculate the time required for each element of a construction project from given data.
  • Calculate the resources required for each element of the project to complete them within the time allowed.
  • Analyse data produced on each element of the project to determine their individual effect on the programme.
  • Produce planning programmes for a domestic construction project.
  • Write a method statement to carry out a craft operation.
  • Prepare material orders with deliveries planned to support the programmed sequence of events.
  • Record daily and weekly progress and compare with the project programme.
  • Provide feedback to individuals and teams on daily and weekly progress.
  • Use effective leadership methods to supervise individuals/teams working in the construction industry.
  • Use effective communication skills within a team environment to achieve agreement with individuals/teams.
  • Make recommendations to improve the performance of a team.
  • Set work targets/objectives for an individual, review completion of work and set new targets/objectives for improvements in performance.

    Elective Exit Level Outcomes:

    Associated Assessment Criteria for Exit level Outcome 16:
  • Batch and mix mortar and concrete by hand and small rotary mixer.
  • Clean and store a small rotary mixer.
  • Select, use, clean and store a bricklaying trowel or masons trowel to build a straight length of single skin wall.
  • Select, use, clean and store tools to pick up mortar and render prepared vertical surface in two coats.

    Associated Assessment Criteria for Exit level Outcome 17:
  • Select, use, clean and store basic hand tools for the preparation of surfaces.
  • Select, use, clean, store and maintain brushes, rollers, wet paint containers and trays.
  • Select, operate safely, clean, store and maintain portable power tools for surface preparation.
  • Select, use, clean, store and maintain liquid petroleum gas (LPG) burning-off equipment.

    Associated Assessment Criteria for Exit level Outcome 18:
  • Select, use, clean and store basic hand tools to install a domestic cold water supply to a tap.
  • Select, use, clean and store portable power tools.
  • Set out pipe runs and install pipework for a domestic cold water supply to a tap.
  • Hand bend pipework to fit pipe run.
  • Fix plumbing accessories to walls.
  • Terminate pipework into accessories.
  • Select, use, clean, store and maintain portable heating equipment.

    Associated Assessment Criteria for Exit level Outcome 19:
  • Select, use, clean and store basic hand tools to install components of a refrigeration system.
  • Select, use, clean and store portable power tools.
  • Set out pipe runs and install pipework from a liquid receiver to an evaporator.
  • Hand bend pipework to fit pipe runs and link accessories.
  • Fix refrigeration accessories to walls or framework.
  • Terminate pipework into accessories.
  • Select, use, clean, store and maintain portable heating equipment.

    Associated Assessment Criteria for Exit level Outcome 20:
  • Select, use, clean and store basic hand tools to install and terminate domestic single phase circuits.
  • Select, use, clean and store portable power tools.
  • Set out cable runs and install cable for domestic single phase lighting circuits.
  • Fix electrical accessories to walls and ceilings.
  • Terminate electrical conductors into accessories.

    Associated Assessment Criteria for Exit level Outcome 21:
  • Clean and service woodworking machinery and tooling in accordance with the manufacturers servicing schedule.
  • Remove and replace machine V-drive belts.
  • Remove and replace a sheared stud bolt using a stud extractor.
  • Use taps and dies to repair/renovate internal and external screw threads.

    Associated Assessment Criteria for Exit level Outcome 22:
  • Explain what is meant by the term historic preservation.
  • State a brief history of the historic preservation movement.
  • State specific examples of different phases of the development of the historic preservation movement.
  • Explain current trends in the historic preservation movement.
  • Define the following terms: material culture, cultural heritage, built environment artefact, structure, building, historic structure.
  • Identify historic building styles.
  • Identify a building by its general style name.
  • Identify the parts of a building by their correct names.
  • Describe the features of a building including finishes, masonry bond, by their correct architectural names.

    Associated Assessment Criteria for Exit level Outcome 23:
  • Define the following terms: stabilization, preservation, restoration, adaptive re-use, rehabilitation, reproduction, recreation, original, historic fabric, addition, replace, remodel.
  • State legislation and practices relevant to the preservation industry.

    Associated Assessment Criteria for Exit level Outcome 24:
  • State the basic characteristics of commonly used types of wood, masonry and finishes in building construction.
  • State the different characteristics of materials used in historic and present-day construction.
  • State the common types of fasteners used on historic buildings.
  • State different types of composition and metal materials and finishes used for building material in historic structures.
  • State appropriate window type and finishes for different styles and time periods.
  • State appropriate door types and finishes for different styles and time periods.

    Associated Assessment Criteria for Exit level Outcome 25:
  • Identify relevant guidelines specific to the preservation industry.
  • Comply with all applicable health and safety requirements.

    Associated Assessment Criteria for Exit level Outcome 26:
  • State the different types of building construction and their main features.
  • Identify different types of roof construction used in historic structures.
  • Identify the level of technology appropriate to different time periods and geographic areas used in historic structures.

    Associated Assessment Criteria for Exit level Outcome 27:
  • Identify deterioration of exposed materials, finishes and concealed materials.
  • State whether materials and finishes can be repaired or restored.

    Associated Assessment Criteria for Exit level Outcome 28:
  • Research and validate historically correct materials and finishes or identify resources for this research and validation.
  • Describe, in writing, the overall style and form and finishes of an historic structure.
  • Describe, in writing, the individual components, including finishes of an historic structure.
  • Describe, in writing, the overall condition of an historic structure.
  • Describe, in writing, the condition of individual components of an historic structure.
  • Measure and record the size and amount of material in an historic structure.
  • Measure and record the size and amount of material in an historic structure by the category of work needed on it, including finishes needed.
  • Present all information gathered in an appropriate format.

    Associated Assessment Criteria for Exit level Outcome 29:
  • Identify dimensions, construction views, floors plans and elevations.
  • Identify interior details and mechanical symbols.
  • Use a scale rule.
  • Identify lists of materials, specifications and finishes.
  • Identify special instructions and finish schedules.

    Associated Assessment Criteria for Exit level Outcome 30:
  • State reasons for placing scaffolding and staging to work efficiently safely.
  • State reasons for protecting areas not being worked with plastic and tape, paper and tape, and drops.
  • State reasons for containing a work area that could contaminate other areas.
  • Give reasons for containment of work on a building that is occupied.
  • State safety procedures to be followed when preparing work site and containment.

    Associated Assessment Criteria for Exit level Outcome 31:
  • Identify the tools used for safe demolition.
  • Identify and agree components to be salvaged.
  • Remove components to be salvaged, within limits of own authority.
  • Assess any damage to components, including finishes, remaining or being salvaged.
  • Improve technique for salvaging.

    Associated Assessment Criteria for Exit level Outcome 32:
  • Produce shop drawings to reflect ways of concealing electric conduit, plumbing pipe and air handling duct work.
  • Produce shop drawings showing possible location of utility requirements, free standing or least obtrusive to the structure.

    Associated Assessment Criteria for Exit level Outcome 33:
  • State the various types of roofs and their characteristics.
  • Explain how to locate damage to an existing roof.
  • Identify tools used to remove non-repairable damage to a roof.
  • Identify proper tools to install matching materials.
  • Explain how to test the effect of repairs in a roof.
  • State the health and safety procedures to be followed at all times when working on roofing.

    Associated Assessment Criteria for Exit level Outcome 34:
  • State the importance of the timber vocations.
  • State the basic differences between restoration and new construction.
  • State issues and topics relevant to the preservation/remodelling building construction industry.
  • Stabilise, restore and preserve wooden parts of historic buildings other than windows and doors.
  • Assess damage to wood components and finishes.
  • Agree on the nature and extent of work to be undertaken.
  • Remove rotten and damaged wood.
  • Select a system of epoxy or other fillers to replace removed wood.
  • Measure, cut, and shape new wood to match.
  • Identify different types of wood and finishes and understand their application.
  • Use basic hand and power tools for finishing and woodworking to substrate.
  • Prepare all surfaces for the application of preservative or paint.

    Associated Assessment Criteria for Exit level Outcome 35:
  • Name parts of doors and windows.
  • Recognise damage to doors and windows and their finishes.
  • Agree on the nature and extent of work to be undertaken.
  • Erect and secure safety and protective coverings.
  • Remove doors and/or windows to be treated.
  • Remove rotten and damaged wood.
  • Choose a system of epoxy or other fillers to replace removed wood.
  • Measure, cut, and shape new wood to match.
  • Use basic hand and power tools for finishing and wood working to substrate.
  • Prepare all surfaces for the application of preservative or paint.
  • Replace doors and/or windows after treatment.
  • Follow health and safety procedures at all times.
  • State the procedures to be followed for framing a conventional roof and for installing and bracing roof trusses.
  • State the materials and methods used for finishing roofing components.

    Associated Assessment Criteria for Exit level Outcome 36:
  • Install the following correctly: floors, stud partitioning, frames and linings, flat roofs, pitched roofs and finishing and second fixing.

    Associated Assessment Criteria for Exit level Outcome 37:
  • Set out, manufacture and assemble the following correctly: doors, windows, fitments and stairs.

    Integrated Assessment:

    Integrated assessment appropriately incorporated to ensure that the purpose of the qualification is achieved.

    Assessment practices must be open, transparent, fair, valid, and reliable and ensure that no learner is disadvantaged in any way whatsoever.

    This qualification is comprised of the following:
  • Practical competences: What a candidate must be able to do.
  • Knowledge requirements: What a candidate must know.

    There are several ways in which these can be assessed:

    Practical:

    Assessors may be required to use different assessment methods:
  • Competence checklist: Observation of performance.
  • Competence checklist: Appraisal of a product.
  • Practical assignment.

    Knowledge requirements:
  • Learners will be required to take tests to show that they meet the knowledge requirements.

    These assessments can take the following forms:
  • Written tests: Multiple choice.
  • Written tests: Short, structured questions.

    Learning, teaching and assessment are inextricably interwoven. Whenever possible, the assessment of knowledge, skills, attitudes and values shown in the modules will be integrated.

    Assessment of communication, language, literacy and numeracy should be integrated as far as possible with other aspects and should use practical contexts wherever possible.

    Where it is not possible to assess the learner in the workplace or on-the-job, simulations, case studies, role-plays and other similar techniques such as realistic working environment including real work timescales and pressures should be used to provide a context appropriate to the assessment.

    During integrated assessments the assessor should make use of formative and summative assessment methods and assess combinations of practical, applied, foundational and reflexive competencies.

    All learners are required to complete an externally set and marked international examination in order to achieve the qualification.

    Assessment should ensure that all outcomes and critical cross-field outcomes are evaluated. 

  • INTERNATIONAL COMPARABILITY 
    The International Vocational Qualification (IVQ) Certificate in Construction, the IVQ Diploma in Construction and the IVQ Advanced Diploma in Construction have been benchmarked against international standards and qualifications, including those of the United Kingdom, Australia, France, Germany and Singapore, in order to establish comparability to levels of the National Qualifications Framework (NQF) of England, Wales and Northern Ireland and UK National Occupational Standards (NOS):

    City & Guilds IVQ: Certificate:
  • NQF (1) Level: 1.
  • NOS (2): Construction and Civil Engineering Services/Wood Occupations/Trowel Occupations/Decorative Finishing and Industrial Painting Occupation(Construction)/Integrated Systems Engineering.

    City & Guilds IVQ: Diploma:
  • NQF (1) Level: 2.
  • NOS (2): Wood Occupations/Trowel Occupations/Decorative Finishing and Industrial Painting Occupations (Construction)/Plumbing (Mechanical Engineering
    Services)/Refrigeration and Air Conditioning.

    City & Guilds IVQ: Advanced Diploma:
  • NQF (1) Level: 3.
  • NOS (2): Construction and Civil Engineering Services/Wood Occupations/Trowel Occupations/Decorative Finishing and Industrial Painting Occupations (Construction)/Integrated Systems Engineering.
  • (1) National Qualifications Framework of England, Wales and Northern Ireland.
  • (2) UK National Occupational Standards (NOS).

    According to the 'Rough Guide to Comparing Qualifications in the UK and Ireland' published by the National Qualifications Authority of Ireland (NQAI) and the four UK regulators (Qualifications Curriculum Authority (QCA) - now called the Office of the Qualifications and Examinations Regulator (Ofqual), the Scottish Qualifications Authority (SQA), the Qualifications, Curriculum and Assessment Authority for Wales (ACCAC) and the Council for the Curriculum, Examinations and Assessment in Northern Ireland (CCEA)), the IVQ Certificate in Construction, the IVQ Diploma in Construction and the IVQ Advanced Diploma in Construction, are comparable to the following levels:

    City & Guilds IVQ; NQF; NFQ (3); SCQF (4):
  • Certificate; Level 1; Level 3; Level 4.
  • Diploma; Level 2; Level 4; Level 5.
  • Advanced Diploma; Level 3; Level 5; Level 6.
  • (3) The National Framework of Qualifications for Ireland (NFQ).
  • (4) Scottish Credit and Qualifications Framework. 

  • ARTICULATION OPTIONS 
    This qualification allows for both horizontal and vertical articulation:
  • Vertical articulation can occur by embarking on the study of related NQF Level 6 qualifications in the Construction Field.
  • Horizontal articulation can occur with qualifications on NQF Level 5. 

  • MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this qualification must be registered and appointed by the provider according to existing moderation guidelines of the FETQC/HEQC or relevant ETQA/SETA.
  • Any institution offering learning of this qualification must be accredited as a provider with the relevant ETQA/SETA.
  • Assessment and moderation of assessment will be overseen by City & Guilds and relevant ETQA.
  • Moderation should also validate the achievement of competencies and assessment processes as described in exit level outcomes and integrated assessment options as described in the qualification. 

  • CRITERIA FOR THE REGISTRATION OF ASSESSORS 
    For an applicant to register as an assessor, the applicant needs:
  • Interpersonal skills, subject matter expertise and assessment experience.
  • To be competent in the planning and conducting of assessment of learning outcomes.
  • The subject matter experience must be well developed within the relevant field and subfield practices.

    The assessor must have completed:
  • A similar qualification or from the same family of qualifications, at or above the level of the qualification.
  • Minimum of two years relevant experience.

    The subject matter experience of the assessor can be established by recognition of prior learning.

    Assessors need to be registered with the relevant Education and Training Quality Assurance Body. 

  • REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION: 
     
    NONE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.