CIVIL TECHNOLOGY
EXAMINATION GUIDELINES
GRADE 12
2021

1. INTRODUCTION
The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12.
The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
• Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually.
These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. COGNITIVE LEVELS
Bloom's Taxonomy consists of six levels, as shown below.

The following cognitive levels, examples of verbs and weightings are applicable to Civil Technology:

NOTE: The level of difficulty will not be determined by the verb used but rather by the context of the question/content assessed.

3. STRUCTURE OF THE QUESTION PAPER
These examination guidelines have been compiled in line with the CAPS document (issued in 2014) that focuses on specialisation in technical subjects.
These guidelines should be used in conjunction with the content outline per term and Section 4 of the CAPS document for Grade 12 Civil Technology. The SANS/SABS Code of Practice for Building Drawings must also be adhered to. The duration of the final examination paper is 3 hours. The maximum mark is 200 and the paper will consist of SIX questions. The summative assessment (examinations) will cater for a range of cognitive levels and abilities of learners.

• In EACH specialisation, the GENERIC part consists of the same questions and the same weighting. This part consists of TWO questions.
• In EACH specialisation, the SPECIFIC part focuses only on content applicable to that specialisation. This part consists of FOUR questions.
  There will be SEPARATE question papers for EACH of the specialisations. There will be SIX questions in each paper. Candidates must answer ALL SIX the questions in the paper.

3.1 Construction – Structure of the question paper

3.2 Civil services – Structure of the question paper

3.3 Woodworking – Structure of the question paper

4. TYPES OF QUESTIONS TO BE SET IN A CIVIL TECHNOLOGY QUESTION PAPER
The question paper will consist of various types of questions including, but not limited to, the following:

• Matching items
• Multiple choice
• Give ONE word/term for each of the following descriptions by choosing a word/term from the list below.
• Questions where candidates will have to be able to state facts, compare, differentiate, describe, explain concepts and identify faults with recommendations and statements.
• Drawings and sketches related to the curriculum in order to demonstrate the compilation, working principles and other aspects of subject matter.

5. SCHOOL-BASED ASSESSMENT (SBA)
Section 4 Assessment: On page 106 the weighting of Grade 12 SBA marks is incorrectly indicated in the Civil Technology CAPS. The weighting should be 5 of the 25 (20%) for term 1 test and 10 out of 25 (40%) for the June and preparatory exams respectively.
SBA marks for Civil Technology need to be calculated as indicated above.

6. GENERAL REMARKS
6.1 Candidates need to be aware that markers can only mark what the candidate wrote. Markers may not interpret what they think the candidate meant. It is therefore very important that candidates write well-constructed sentences and structure responses in a logical and chronological manner.
Correct subject terminology need to be enforced as marks is not awarded for incorrect subject terminology.
6.2 For calculations:

• A mark is only awarded if the correct unit is written next to the answer.
• Where the candidate made a principle error, e.g. added instead of multiplying, no marks will be awarded for the calculation.

6.3 For drawings:

• The member for which the mark should be awarded should be drawn correctly in the correct position to receive a mark.
• Marks can only be awarded for a label if the label indicates the correct member.

6.4 When a candidate drew the wrong drawing, e.g.:

• A horizontal section instead of a vertical section, no marks will be allocated for the drawing as the candidate did not respond to the expected outcome.
• An orthographic view instead of sectional view, no marks will be allocated to the drawing as the candidate did not respond to the expected outcome.
• An orthographic view instead of an isometric view, no marks will be allocated to the drawing as the candidate did not respond to the expected outcome.

7. CONCLUSION
This Examination Guidelines document is meant to articulate the assessment aspirations espoused in the CAPS document. It is therefore not a substitute for the CAPS document which teachers should teach to.
Qualitative curriculum coverage as enunciated in the CAPS cannot be overemphasised.