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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Draw and interpret complex plate, pipe and structural steel plate, pipe and structural steel drawings 
SAQA US ID UNIT STANDARD TITLE
243086  Draw and interpret complex plate, pipe and structural steel plate, pipe and structural steel drawings 
ORIGINATOR
SGB Welding 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Engineering and Related Design 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 3  NQF Level 03  6 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

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 unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
The skills, values and knowledge reflected in this unit standard are required by people in the field of engineering.

The learning outcomes in this unit standard also contribute to the exit level outcomes required for NQF Level 3 engineering qualifications in the welding, fabrication and structural steel.

Qualifying learners are able to demonstrate:
  • Methods of construction to produce complex plate and structural steel drawings and sketches.
  • The development of cylinders and cylindrical segments.
  • The development of cones-, pyramid- and sphere-segments.
  • The production of form-to-form (transformer) developments by triangulation.
  • Description of structural steel detailing processes and related components.

    All drawings produced must meet the national and/or international codes of drawing office practice. 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    This unit standard has been designed as the start of a progression. It is one of a series of unit standards for competency in plate, pipe and structural steel plate, pipe and structural steel drawings. 

    UNIT STANDARD RANGE 
    The scope and level of this unit standard is determined by the ranges as indicated under the specific outcomes. However, a generic approach to assessment of these outcomes may be applied as follows:
  • Drawing concepts and construction methods and techniques include:

    > Understanding of drawing as a medium of communication in the welding and fabrication industry.
    > Dimensioning.
    > Detailed construction of ellipse.
    > Understanding the concept of true length.
    > Projections (First and third angle orthographic).
    > Planning and layout.
    > Isometric drawing technique.
  • Applicable code of drawing office practice:

    > South African Bureau of Standards (SABS standards).
    > International codes of practice, where applicable.
    > All work is performed under supervision so that the learner's formative development should be monitored and recorded. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Demonstrate methods of construction to produce complex plate and structural steel drawings and sketches. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The use of drawing as a medium is explained in terms of its importance in the welding and fabrication industry. 

    ASSESSMENT CRITERION 2 
    Construction methods and the correct use of drawing instruments are demonstrated by producing projections. 
    ASSESSMENT CRITERION RANGE 
    Construction methods include:
  • Using the set square; dividing lines and scales; projection of a circle; constructing an ellipse; projection of a circle.
     
    		•

    ASSESSMENT CRITERION 3 
    Basic developments are produced using orthographic projection methods. 

    ASSESSMENT CRITERION 4 
    Construction methods conform to code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
  • Drawing concepts and construction methods and techniques include:

    > Application of various drawing instruments.
    > Concepts of basic geometry and unit of measurement.
    > Projections (First and third angle orthographic).
    > Dimensioning.
    > Construction of ellipse.
    > Planning and layout of drawings.
  • Applicable code of drawing office practice:

    > SABS standards (national).
    > International standards (where applicable).
     
    		•

    SPECIFIC OUTCOME 2 
    Develop cylinders and cylindrical segments. 
    OUTCOME NOTES 
  • The aim of this outcome is to fulfil the didactic requirements of this learning unit, viz: by introducing the ability to produce developments of the following cylinders and cylindrical segments.
  • This outcome may be achieved by drawing the required elevations, constructing the line/s of penetration and developing the cylindrical assembly. The contour of the hole should be demonstrated. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developments are produced according to a standard code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
    Developments include all of the following:
  • Cylinders:
    > Elbows; T-pieces; double twisted elbow).
    > Pipe projections (rectangular T off-centre; Oblique T off-centre; oblique T with rectangular branch pipe.
  • Cylindrical segments:
    > Lobster back bend.
    > Branch pipes on lobster back bends (large and small branches).
  • Oblique cylinders:
    > Oblique connecting pipe.
    > Oblique cylindrical hoppers.
  • Gusset pieces for pipe-joints:
    > Elbow gusset pieces.
     
    		•

    ASSESSMENT CRITERION 2 
    The front view, side view and plan is interpreted from sample. 
    ASSESSMENT CRITERION RANGE 
    Methods used:
  • Parallel-line method.
  • First angle and third angle projections.
  • Interpretation of hidden detail.
     
    		•

    ASSESSMENT CRITERION 3 
    Lines, points, numbering method and construction techniques are demonstrated according to a standard code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
    Lines include the construction of the line of penetration and completion of the joint line in the elevation.
     

    SPECIFIC OUTCOME 3 
    Develop cones-, pyramid- and sphere-segments. 
    OUTCOME NOTES 
  • The aim of this outcome is to fulfil the didactic requirements of this learning unit, viz: by introducing the ability to produce developments of the following cones, pyramids and spherical segments.
  • This outcome may be achieved by drawing the required elevations, constructing the line/s of penetration and developing the component assembly. The contour of the hole should be demonstrated. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developments are produced according to a standard code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
    Developments include all of the following:
  • Cone-segments:
    > Oblique-cone.
  • Pyramidal segments:
    > Hoppers.
    > Chutes.
  • Sphere segments:
    > Conical and cylindrical joints.
    > Triple intersections.
     
    		•

    ASSESSMENT CRITERION 2 
    The front view, side view and plan is interpreted from sample. 
    ASSESSMENT CRITERION RANGE 
    Methods used:
  • Radial-line method.
  • First angle and third angle projections.
  • Interpretation of hidden detail.
     
    		•

    ASSESSMENT CRITERION 3 
    Lines, points, numbering method and construction techniques are demonstrated according to a standard code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
    Lines include the construction of the line of penetration and completion of the joint line in the elevation.
     

    ASSESSMENT CRITERION 4 
    The economic use of material is explained and applied in order to ensure cost effectiveness in producing the component. 
    ASSESSMENT CRITERION RANGE 
    Methods used:
  • Radial-line method.
  • First angle and third angle projections.
  • Interpretation of hidden detail.

    Developments include all of the following:
  • Cone-segments:
    > Oblique-cone.
  • Pyramidal segments:
    > Hoppers.
    > Chutes.
  • Sphere segments:
    > Conical and cylindrical joints.
  • Triple intersections.

    Assessment must include:
  • Construction of e line of penetration.
     
    		•

    SPECIFIC OUTCOME 4 
    Produce form-to-form (transformer) developments by triangulation. 
    OUTCOME NOTES 
  • The aim of this outcome is to fulfil the didactic requirements of this learning unit, viz: by introducing the ability to produce developments of hoppers, chutes and ducts by using the triangulation method.
  • This outcome may be achieved by drawing the front elevation and plan, constructing the line/s of penetration and developing the component assembly. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Developments are produced according to a standard code of drawing office practice. 
    ASSESSMENT CRITERION RANGE 
  • Developments include all of the following:
    > Hoppers, chutes.
  • Triangulation methods include the following applications:
    > Rectangle-to-circle transformer.
    > Circle-to-circle transformer.
    > Semi-circle-to-circle transformer (hopper).
    > Rectangle, semi-circle-to-circle hopper.
     
    		•

    ASSESSMENT CRITERION 2 
    The front elevation and plan is interpreted and produced according to sample or drawing specifications. 
    ASSESSMENT CRITERION RANGE 
    Methods used:
  • Triangulation method.
  • First angle and third angle projections.
  • Disclosure of hidden detail.
     
    		•

    ASSESSMENT CRITERION 3 
    Lines, points, numbering method and construction techniques are demonstrated according to a standard code of drawing office practice. 

    ASSESSMENT CRITERION 4 
    The economic use of material is explained and applied in order to ensure cost effectiveness in producing the component. 
    ASSESSMENT CRITERION RANGE 
  • Developments include all of the following:
    > Hoppers, chutes.
  • Triangulation methods include the following applications:
    > Rectangle-to-circle transformer (e.g. Square-corner duct).
    > Circle-to-circle transformer (or ellipse-to-circle transition piece).
    > Semi-circle-to-circle transformer (hopper).
    > Rectangle, semi-circle-to-circle hopper.
  • Form-to-form developments may be in an off-set position.
     
    		•

    SPECIFIC OUTCOME 5 
    Describe structural steel detailing processes and related components. 
    OUTCOME NOTES 
    This outcome is integrated within the scope of options for further learning within the fabrication and welding industry. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The types of joints and applications are described in terms of worksite practice. 

    ASSESSMENT CRITERION 2 
    Types of welding and symbols are discussed and explained according to accepted industry codes of practice. 
    ASSESSMENT CRITERION RANGE 
  • Welds and symbols include: All types of butt-; fillet-; stud; edge and sealing runs.
  • Applicable symbols and abbreviations used.
     
    		•

    ASSESSMENT CRITERION 3 
    Structural fasteners, fastening methods and terminology are described in terms of fabrication and welding industry standards. 
    ASSESSMENT CRITERION RANGE 
    Structural fasteners and applications include:
  • Bolts, rivets and washers and related application (spacing of holes, etc.).
  • Rolled steel sections.
  • Roof trusses and related terminology (Column cap; knee-brace; welded gantry bracket; beam to beam joints; beam-to-stanchion connection; bending moment connection; extension of steel stanchion even/uneven profiles; stays; columns and beam ends.
     
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment will be governed by the policies and guidelines of the GMET Education and Training Quality Assuror who has jurisdiction over this field of learning.
  • The assessor should be accredited and have a technical qualification in this learning area.
  • Learners may be assessed in the language of their choice.
  • In the event of the need to report incidents or conditions to someone else, learners are to be assessed on the ability to report in the language commonly used within the working environment.
  • Although learners are to be assessed in the workplace, they may submit documents, projects, test results and assignments that were not produced in the workplace.
  • Learners may be assessed against this unit standard to obtain credits, or as part of an integrated assessment for a qualification. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
  • Names and functions of:

    > Material lists.
    > Engineering symbols, abbreviations, conventions (according to international drawing standards).
    > Geometrical constructions.
    > Welding symbols.
    > Pattern developments.
  • Purpose of:

    > Plate, pipe and structural steel drawings.
    > First and third angle orthographic projections.
    > Different methods of pattern development.
  • Processes, events, causes and effects, implications:

    > Process for the development of patterns for producing components.
    > Causes of inaccurate pattern development.
    > Implications of incorrectly producing plate, pipe and structural steel drawing patterns.
    > Accommodation of stretching or shrinkage of steel plate in the rolling and forming process.
  • Procedures and techniques:

    > Drawing interpretation and sequence.
    > Techniques for using drawing and measuring instruments.
    > For 1st and 3rd angle orthographic projection.
    > Parallel-line; Radial-line and Triangulation methods.
    > Manufacturing various components.
  • Theory: rules, principles, laws:

    > Units of measurement (conversion) and measurement scales.
    > Basic geometry.
    > Dimensioning.
    > Economic use of materials.
  • Relationships, systems:

    > Relationship between plate, pipe and structural steel drawing and the manufacture of a product that meets customer specifications.
    > Relationship between fabricator; welder; draughtsperson; drawing office; completed component and client.
    > Quality assurance systems. 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems:
  • Related to the interpretation of plate, pipe and structural steel drawings. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage myself and my activities:
  • According to procedures, following regular, consistent methodical work patterns. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • Interpret information contained in plate, pipe and structural steel drawings.
  • Make decisions based on information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • Record work done. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use science and technology effectively and critically:
  • Relate appropriate theory to the interpretation of drawings. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems:
  • Understand and explain the relationship of the plate, pipe and structural steel drawing to the manufacturing process.
  • Explain the importance of correctly interpreting the plate, pipe and structural steel. 
    		•

    UNIT STANDARD ASSESSOR CRITERIA 
    N/A 

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

    UNIT STANDARD NOTES 
    This unit standard may be obtained through RPL. 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.

    Notes to assessors:

    Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency. 
    		•

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Elective  59750   National Certificate: Mechanical Engineering: Pipe-Fitting  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  57886   National Certificate: Welding Application and Practice  Level 3  NQF Level 03  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Elective  66071   Further Education and Training Certificate: Computer Aided Drawing Office Practice (CAD)  Level 4  NQF Level 04  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  CETA 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    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.
     
    1. istudent Academy (Pty) Ltd 


    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.