SayPro SAQA Training Material 58011

Product Summary

Description

        1.

Oral communication is maintained and adapted to meet workplace needs and personal expectations.
Texts are interpreted and responded to in writing using a range of contexts in the provision of piano back-frame repair and restoration services.
Language and communication is used to interpret and respond to texts in occupational learning programmes.

2.
Statistics, probability and probability models are used to solve a range of contextual problems.
Mathematical number systems, shape, and motion analysis are used to solve a range of life and work related problems.
Mathematics is used to investigate and monitor the financial aspects of personal and workplace transactions.

3.
The function and anatomy of the human ear is explained in relation to the reception and transmission of sound of the acoustic piano.
The historical development and function of the acoustic piano back-frame is explained in terms of the piano industry.
Component parts of the acoustic piano back-frame are removed, repaired and assembled in accordance with piano workshop procedures.
Acoustic piano back-frame is rough tuned using chipping techniques as per standard piano industry practice.

4.
The condition of the acoustic piano back-frame is determined in relation to the viability of repairing or restoring.
Statutory rights, responsibilities and liability is explained regarding safety, health and the environment in a piano workshop.
Acoustic piano, repair materials and equipment are packed, loaded and delivered following organisational procedures.
Metal work techniques of welding and grinding are applied according to piano industry workshop procedures.
Laminated and profiled timber products are produced according to piano industry workshop procedures.

5.
Data, trends and guidelines are investigated and interpreted in relation to the impact of HIV/AIDS on the workplace and communities.
Computer operating system is operated and maintained following organisational procedures.
Learner’s role in the work team and organisation is described and an action plan is developed to enhance team performance to meet organisational requirements.
Administrative records are compiled and completed, including sales transactions, following organisational procedures.

Integrated assessment:

Integrated assessment at the level of Qualification provides an opportunity for learners to show that they are able to integrate concepts, ideas and actions across Unit Standards to achieve competence that is grounded and coherent in relation to the purpose of the Qualification. Integrated assessment should show how already demonstrated competence in individual areas can be linked and applied for the achievement of a holistic outcome as described in the exit level outcomes.

Integrated assessment must judge the quality of the observable performance, and also the quality of the thinking that lies behind it. Assessment tools must encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others may be more theoretical, depending on the type of outcomes to be assessed. The ratio between action and interpretation is not fixed, but varies according to the demands of the particular exit level outcome of the Qualification.

While the generic component (communication, mathematical literacy, supporting skills for the piano industry) of this Qualification at NQF Level 3 can be assessed through occupational contexts and activities relating to piano industry, care must be taken in both the learning programme and the assessment to ensure that learners achieve these foundational skills The primary aim of this Qualification is to ensure that learners have a sound base of general education to prepare them for further learning, whatever career path they may choose. Learners must be able to transfer generic skills across a number of different contexts, and apply them within a number of learning areas.

A broad range of task-orientated and theoretical assessment tools may be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place. 

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