NATIONAL CERTIFICATES (VOCATIONAL)

SUBJECT GUIDELINES

CONSTRUCTION PLANNING
NQF Level 2

April 2008
 CONSTRUCTION PLANNING - LEVEL 2
CONTENTS
INTRODUCTION
1. DURATION AND TUITION TIME
2. SUBJECT LEVEL FOCUS
3. ASSESSMENT REQUIREMENTS
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
7.1 Terminology and components of the construction industry
7.2 Measuring, setting out and levelling
7.3 Foundations
7.4 Behaviour of structures
7.5 International System (SI) units of measurement.
7.6 Areas and volumes
7.7 Technical drawing
8. RESOURCE NEEDS FOR THE TEACHING OF CONSTRUCTION PLANNING – LEVEL 2
7.1. Physical resources
7.2. Human resources
7.3. Other resources
Construction Planning
National Certificates (Vocational)

INTRODUCTION
A. What is Construction Planning about?

This subject will equip students with a basic understanding of construction legislation, roles and
responsibilities of different parties, communication skills, technical terminology and cognitive skills to
question, understand and interpret instructions and drawings.

Why is Construction Planning important in the Construction learning programme?

The ability to read and interpret drawings and produce freehand drawings serves as a form of
communication within construction and building environments. Construction Planning also enables students
to describe and use instruments for setting out and leveling correctly.

B. The link between Construction Planning and the Critical and Developmental Outcomes
Students will be able to identify different types of tools to perform setting out and leveling activities. They will
work effectively with the team in activities such as describing construction contracting procedures and
processes. Students will also learn the proper way of communicating activities in construction contracting.

C. Factors that contribute to achieving Construction Planning Learning Outcomes

• Thorough preparation for teaching and learning activities
• An environment conducive to teaching and learning through effective student support, motivation,
commitment, a positive attitude and interest in the subject
• Student exposure to the construction environment

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 Construction Planning
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 the student meets all the assessment requirements.
Students with special education needs (LSEN) must be catered for in a way that eliminates barriers to
learning.

2 SUBJECT LEVEL FOCUS

This core subject at Level 2 will equip the FET student with a basic understanding of construction legislation,
roles and responsibilities of different parties, communication skills, technical terminology and cognitive skills
to question, understand and interpret instructions and drawings.

3 ASSESSMENT REQUIREMENTS

3.1 Internal assessment (50 percent)

3.1.1 Theoretical component

The theoretical component forms 40 percent of the internal assessment mark.
Internal assessment of the theoretical component in Construction Planning Level 2 takes the form of
observation, class questions, group work, and informal group competitions with rewards, individual
discussions with students, class, topic and semester tests and internal examinations. Lecturers can observe
students when marking exercises from the previous day and asking class questions.
Assignments, case studies and tests can be completed at the end of a topic. Tests and internal examinations
must form part of the internal assessment.

3.1.2 Practical component

The practical component forms 60 percent of the internal assessment mark.
Practical components include applications and exercises. All practical components must be indicated in a
Portfolio of Evidence (PoE).
Internal assessment of the practical component in Construction Planning Level 2 takes the form of
assignments, practical exercises, case studies and practical examinations in a simulated business
environment.
Students may complete practical exercises daily. Assignments and case studies can be completed at the
end of a topic. Practical examinations can form part of internal practical assessment.

• Some examples of practical assessments include, but are not limited to:
A. Presentations (lectures, demonstrations, group discussions and activities, practical work,
observation, role-play, independent activity, synthesis and evaluation)
B. Exhibitions by students
C. Visits undertaken by students based on a structured assignment task
D. Research
E. Task performance in a “Structured Environment”

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Construction Planning
National Certificates (Vocational)

• Definition of the term “Structured Environment”

For the purposes of assessment, “Structured Environment” refers to a simulated workplace or workshop
environment. Activities in the simulated workplace or environment must be documented in a logbook with a
clear listing of the competencies to be assessed. The following information must be contained in the logbook:
ƒ Nature of department or environment in which practical component was achieved
ƒ Learning Outcomes
ƒ Activities in the environment with which to achieve the Learning Outcomes
ƒ Time spent on activities
ƒ Signature of facilitator or supervisor and student
For the logbook to be regarded as valid evidence, it must be signed by an officially assigned supervisor.

• Evidence in practical assessments

All evidence pertaining to evaluation of practical work must be reflected in the student’s PoE. The
assessment instruments used for the purpose of conducting these assessments must be part of the
evidence contained in the PoE.

3.1.3 Processing of internal assessment mark for the year

A year mark out of 100 is calculated by adding the marks of the theoretical component and the practical
component of the internal continuous assessment (ICASS).

3.1.4 Moderation of internal assessment mark

Internal assessment is subjected to internal and external moderation procedures as set out in the National
Examinations Policy for FET College Programmes.

3.2 External assessment (50 percent)

A national examination is conducted annually in October or November by means of a paper(s) set and
moderated externally. The practical component will also be assessed.
External assessment details and procedures are set out in the Assessment Guidelines: Construction
Planning (Level 2).

4 WEIGHTED VALUES OF TOPICS

TOPICS WEIGHTED VALUE

1. Terminology and components of the construction industry 5%
2. Measuring, setting out and levelling 25%
3. Foundations 10%
4. Behaviour of structures 25%
5. International System (SI) units of measurement 10%
6. Areas and volumes 10%
7. Technical drawing 15%
TOTAL 100

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,
amongst others, reporting, moderation and verification purposes.

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 Construction Planning
National Certificates (Vocational)

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

7 SUBJECT AND LEARNING OUTCOMES

On completion of Construction Planning Level 2, the student should have covered the following topics:
Topic 1: Terminology and components of the construction industry
Topic 2: Measuring, setting out and levelling
Topic 3: Foundations
Topic 4: Behaviour of structures
Topic 5: International System (SI) units of measurement
Topic 6: Areas and volumes
Topic 7: Technical drawing

7.1 Topic 1: Terminology and components of the construction industry

7.1.1 Subject Outcome: Define terminology and components used in the construction industry.
Learning Outcomes
The student should be able to:
• Define terms used in construction and building industry.
• Identify and describe all components and materials used when building a residential masonry house.

7.2 Topic 2: Measuring, setting out and levelling

7.2.1 Subject Outcome 1: Describe and use measuring instruments

Learning Outcomes
The student should be able to:
• Explain the concept “measuring” and indicate the purpose of measuring.
• List equipment and methods used for measuring.
• Explain and demonstrate the correct usage and care of measuring tapes.
• Explain and demonstrate how to measure successive intervals from the zero mark.
• Explain the benefits of using a stop to cut multiple lengths of material.

7.2.2 Subject Outcome 2: Describe, use and read verniers and micrometers.
Learning Outcomes
The student should be able to:
• Describe and use a vernier scale and a micrometer scale correctly.
• List, with examples, uses of vernier callipers and micrometers in construction.
• Correctly use and read a vernier calliper for measurements.

7.2.3 Subject Outcome 3: Explain, use and take care of setting out instruments.
Learning Outcomes
The student should be able to:
• Explain the concept “setting out” and indicate the purpose of setting out.
• List and describe setting out instruments.
• Explain and demonstrate how to use and check setting out instruments for accuracy.
• Explain and demonstrate the care for setting out instruments.
• Explain the concept “error of parallax” and give examples of when this error might occur.

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7.2.4 Subject Outcome 4: Set out shapes

Learning Outcomes
The student should be able to:
• Set out right angles using Pythagoras’ theorem and the 3-4-5 method.
• Describe the limitations of using the 3-4-5 method to set out shapes.
• Measure and compare diagonal lengths to confirm squareness of a rectangular set-out.
• Set out a right angled corner using a level with a graduated horizontal circle and a plumb bob.
• Set out a right angled corner using an optical square and a plumb bob.
• Set out an equilateral triangle using arcs.
• Set out a hexagon using arcs.
• Describe the benefits of using a rigid bar as a radius arm when setting out large arcs or arches.

7.2.5 Subject Outcome 5: Explain and use different levelling instruments.

Learning Outcomes
The student should be able to:
• Explain the concepts “levelling” and “benchmark”
• Explain and demonstrate how to transfer levels and measure height differences with a line level and fish
line.
• Explain and demonstrate how to transfer levels and measure height differences with a water level.
• Describe possible deficiencies of use of a water level for levelling.
• Differentiate between a tilting level, automatic level and laser level.
• Build an instrument (using different materials/ equipment) to explain and illustrate the principles of a tilting
level.
• Explain the correct positioning of a levelling instrument.
• Check a level for accuracy using the two-peg test and explain how to adjust the line of sight to be truly
horizontal.
• Describe circumstances when aluminium staffs are unsuitable to use for levelling.
• Explain and demonstrate how to estimate horizontal distances with a level.
• Use and interpret different chainman commands.

7.2.6 Subject Outcome 6: Set up and use theodolites.

Learning Outcomes
The student should be able to:
• Correctly set up a theodolite over a peg using an optical plummet.
• Use an optical theodolite to set out and measure (in degrees and minutes) vertical and horizontal angles.
• Use a theodolite to plumb columns and measure elevations.

7.2.7 Subject Outcome 7: Set out strip footing foundations for a residential house
Learning Outcomes
The student should be able to:
• Set out the foundations of a house according to the minimum prescribed national standards, using batter
boards and fish line.
• Measuring and comparing diagonals to ensure square corners.
• Dig the trenches and drive steel pegs into the bottom with the aid of a tilting level as a reference for the
cast concrete level.

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 Construction Planning
National Certificates (Vocational)

7.3 Topic 3: Foundations

7.3.1 Subject Outcome: Explain the principles of founding structures.

Learning Outcomes
The student should be able to:
• Explain the functions of a foundation.
• Explain the working principles for different types of foundation.
• List the minimum requirements according to prescribed national standards for a strip footing foundation of
a single storey residential house.
• Explain the implications of an inadequate foundation or a foundation that is not suited to the soil
conditions.
• Describe the dangers of founding a structure on unconsolidated/ uncompacted fill.
• Explain the importance of doing a site soil classification/ geo-technical investigation before building a
house.

7.4 Topic 4: Behaviour of structures

7.4.1 Subject Outcome: Explain the principles of engineering structures

Learning Outcomes
The student should be able to:
• Define and differentiate different concepts used in engineering structures.
• Explain what happens when a material is subjected to a stress which exceeds its strength.
• Explain and demonstrate the difference between tension and compression and indicate which would best
be carried by a strut and a tie.
• Differentiate between a “point load” and a “uniformly distributed load” with examples of each.
• Use drawings of simply supported beams and cantilevers to sketch how the structure will deform under
load and identify those parts that stretch (tension) and those parts which are compressed.
• Explain the concept “Neutral Axis” (NA) and sketch where to expect to find it in tubes, I-beams, angle iron
sections and rectangular beams.
• Explain the relationship between a simply supported wooden beam’s ability to carry a point load and its
span, its depth and its width.
• Explain how compressive resisting forces and tension resisting forces in a simple beam remain in
equilibrium.
• Explain with a diagram the principles and uses of arches.
• Explain “springing points” in an arch structure in flat and high arches.
• Sketch two different failure mechanisms for true arches subjected to point loads.
• Explain the concept “buckling” and the factors that affect buckling.
• Explain how the effective length of a steel column could be reduced.
• Explain the concept “pin-jointed frame structure”.
• Explain why ”rectangular pin-jointed frames” need triangular bracing to stabilise them.
• Describe how to stabilise and maintain the shape of rectangular pin-jointed frames.
• Analyse a given sketch and indicate a range of different structural components.
• Explain a degree of redundancy as a safe insurance policy in the real world.

7.5 Topic 5: International System (SI) units of measurement

7.5.1 Subject Outcome: Understand and use SI units of measurement

Learning Outcomes
The student should be able to:
• Define basic units of measurement used in engineering structures and construction planning.
• Define international system (SI) derived units.
• Define international system (SI) derived units with special names and symbols.
• Convert international system (SI) prefixes into numbers.
• Convert international system (SI) units between different prefixes.

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7.6 Topic 6: Areas and volumes.

7.6.1 Subject Outcome: Calculate areas and volumes

Learning Outcomes
The student should be able to:
• Calculate volumes of concrete needed to build strip footing foundations and surface beds.
• Calculate the volume of plaster required - excluding waste - to plaster walls with an average finished
plaster thickness of 15mm.
• Calculate the volume of a conical pile of sand where the height and diameter of the pile are known.
• Calculate the volume of paint required to coat a structure given the application rate of the paint.
• Calculate the area per unit and the number of units per square metre in a wall given the dimensions of a
unit and the thickness of mortar bed joints.

7.7 Topic 7: Technical drawing

7.7.1 Subject Outcome: Read and interpret information conveyed by technical drawings
Learning Outcomes
The student should be able to:
• Different technical drawings are explained.
• Explain the importance of inspecting new drawings and attached documents before commencing with
activities.
• Describe the procedures to follow when drawings are revised.
• Identify all symbols used on drawings.
• Demonstrate how to orientate a drawing on a construction site using the North compass direction
indicator and adjacent landmarks.
• Explain the meaning of different lines used on drawings.
• Explain the uses of hatching.
• Explain the importance of using actual dimensions rather than scale dimensions off a drawing.
• Describe the procedures to follow when ambiguities/ contradictions are encountered in drawings and/ or
specifications.
• Calculate missing dimensions on drawings.
• Interpret abbreviations commonly found on construction drawings.
• Identify different construction materials by the colour code according to prescribed national standards.
• Identify different materials by hatching conventions used.
• Estimate dimensions from scale drawings using a scale ruler and an ordinary ruler.

8 RESOURCE NEEDS FOR THE TEACHING OF CONSTRUCTION PLANNING – LEVEL 2

8.1 Physical resources

• Suitable venue for experiments
• Teaching aids and pre-designed models
• Work tables and chairs
• Chalkboards
• Dumpy level and measuring tapes
• Overhead projector

8.2 Human resources

The lecturer should have an acceptable NQF level qualification and preferably should be a registered
assessor. The lecturer should be committed to continually improving and expanding his or her knowledge
and skills.

8.3 Other resources

• Budget according to building requirements

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