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

Assemble mechanical components 
SAQA US ID UNIT STANDARD TITLE
253440  Assemble mechanical components 
ORIGINATOR
SGB Generic Manufacturing, Engineering, Technology 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 06 - Manufacturing, Engineering and Technology Manufacturing and Assembly 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 2  NQF Level 02  12 
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
2026-06-30   2029-06-30  

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 replaces: 
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
115393  Assemble mechanical components  Level 2  NQF Level 02  12   

PURPOSE OF THE UNIT STANDARD 
Learners in the field of engineering require the skills, values and knowledge reflected in this unit standard.

The learning outcomes in this unit standard also contribute to the exit level outcomes required for the National Certificate in Engineering Fitting at NQF Level 2 and related qualifications.

Qualifying learners can:
  • Identify, discuss and demonstrate mechanical assembly methods and techniques.
  • Plan and prepare to perform a mechanical assembly.
  • Assemble mechanical components.
  • Care and store tools and equipment.

    They are therefore able to verify task requirements and necessary assembly equipment, assemble components in correct sequence and according to specification and ensure the finished assembly complies with assembly specifications and is stored or moved as instructed. 
    		•

    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 mechanical assembly in the engineering machining area.

    The credits allocated to this unit standard assume that a learner has already learned to use:
  • Tools and equipment.
  • Measuring equipment.
  • Routine maintenance.
  • Drawings. 
    		•

    UNIT STANDARD RANGE 
    The ranges as indicated under the specific outcomes determine the scope and level of this unit standard.

    However, for the purpose of assessment:

    Use of specialised tools and equipment includes any of the range of:
  • Cir-clip pliers, specialist C; G; T spanners/wrenches.
  • Flat, combination, gooseneck and socket-type spanners/wrenches.
  • Extraction and replacement equipment, sleeves, spacers and collars.
  • Bearing pullers, plates, heat induction devices.
  • Assembly jigs and fixtures.

    Fasteners include but are not limited to:
  • Bolts, nuts and washers (standard or specialised).
  • Keys (parallel, gib-head, woodruff, feather, taper) and locking devices.
  • Taper pins, cotters, dowels, set-screws, hollow tensioner-pins, split-pins.

    Methods and techniques include but are not limited to application of jigs, fixtures, clamps and simple sub-component assembly requiring bench fitting and standard assembly techniques.

    The learner should be able to:
  • Work autonomously with minimal supervision and according to worksite and manufacturer specifications and abiding by occupational safety, health and environmental legislation.
  • Work in a workshop, plant or underground environment with varying levels of light, space and safety risks.
  • Work in a team environment.

    Environment contexts include but are not limited to:
  • Manufacturing and Engineering (Metals, Plastics, Tyre and Rubber, Electrical Power Generation, Automotive Manufacturing).
  • Chemical and Petrochemical.
  • Mining.
  • Transport (Maritime, Road, Rail and Aviation).
  • Civil Engineering and Construction.
  • Food and Beverages.
  • Other engineering-related industry sectors. 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Identify, discuss and demonstrate mechanical assembly methods and techniques. 
    OUTCOME NOTES 
    This outcome covers the knowledge required in order to:
  • Identify mechanical assembly methods and techniques.
  • Identify basic and specialised mechanical assembly tools and equipment and applications.
  • Apply mechanical assembly techniques.
  • Demonstrate assembly and disassembly procedures.
  • Fundamental principles of the classification of limits and fits, inter-changeability of parts, tolerances and allowances and the applicability of national and international standards. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The fundamental technologies, concepts and principles of mechanical assembly are explained. 

    ASSESSMENT CRITERION 2 
    Basic and specialised mechanical assembly tools and equipment are identified and their application is discussed. 

    ASSESSMENT CRITERION 3 
    The applications, functions, distinct features and characteristics of various fasteners are explained and demonstrated. 

    ASSESSMENT CRITERION 4 
    Mechanical assembly techniques are discussed and their application is demonstrated in terms of a drawing or work instruction. 

    ASSESSMENT CRITERION 5 
    Hazards and safety risks related to mechanical assembly procedures are discussed and explained in terms of legislation, regulatory requirements and safety standards. 

    ASSESSMENT CRITERION 6 
    Assembly procedures are discussed and explained in terms of worksite practice and manufacturers' specifications. 

    ASSESSMENT CRITERION 7 
    The terminology used when explaining and discussing mechanical assembly, is in keeping with the manufacturers' and worksite practices. 
    ASSESSMENT CRITERION RANGE 
    For the purpose of assessment:

    Use of specialised tools and equipment includes any of the range of:
  • Cir-clip pliers, specialist C- ; G-; T- spanners/wrenches.
  • Flat, combination, gooseneck and socket-type spanners/wrenches.
  • Extraction and replacement equipment, sleeves, spacers and collars.
  • Bearing pullers, plates, heat induction devices.
  • Assembly jigs and fixtures.

    Fasteners include but are not limited to:
  • Bolts, nuts and washers (standard or specialised).
  • Keys (parallel, gib-head, woodruff, feather, taper) and locking devices.
  • Taper pins, cotters, dowels, set-screws, hollow tensioner-pins, split-pins.

    Methods and techniques include but are not limited to application of jigs, fixtures, clamps and simple sub-component assembly requiring bench fitting and standard assembly techniques.

    Standard assembly techniques include but are not limited to part labelling and identification, sequencing, electrical isolation procedures and quality assurance procedures, the application of reference drawings and specialised tools.

    The learner should be able to work autonomously with minimal supervision and according to worksite and manufacturer specifications and occupational safety, health and environmental legislation.

    Work is generally, but not exclusively, carried out in a team environment.

    Understanding confirmed:

    Respond to `what if` and `why` questions covering:
  • Mechanical assembly tools and equipment, their characteristics and working principles.
  • The disassembly and assembly process - sequence, procedures and techniques.
  • Tools and equipment used.
  • Quality awareness: implications of assembly practice that does not comply with operational requirements.
  • Applicable mechanical installation theory.
  • Safety.
  • Reporting and documentation requirements.
  • Discuss the implications of not adhering to the sequence of activities and operations as described in the specific outcomes and making decisions inappropriate to the task.
     
    		•

    SPECIFIC OUTCOME 2 
    Plan and prepare to perform a mechanical assembly. 
    OUTCOME RANGE 
    Planning and preparation includes reading and understanding task instructions engineering drawings and breakdown scheduling, identification of the equipment to be maintained, obtaining maintenance schedules and manufacturer specifications for specific equipment to be assembled. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The mechanical assembly/s are inspected and assessed for its work requirements in terms of strip-down procedures, removal and assembly. 

    ASSESSMENT CRITERION 2 
    The planning and preparation for isolation, disassembly, maintenance, repair and assembly of the machine and/or sub-assembly is explained, in accordance with work instructions. 

    ASSESSMENT CRITERION 3 
    Site and equipment are prepared for mechanical assembly process. 

    ASSESSMENT CRITERION 4 
    Tools, equipment and resources are correct for the task, available on site by the agreed time, and checked for serviceability in accordance with regulatory and worksite practices. 
    ASSESSMENT CRITERION RANGE 
    Resources include personnel requirements, tools, equipment, vehicle/s for transport and mechanical handling, support materials, applicable documentation and personal protective equipment.
     

    ASSESSMENT CRITERION 5 
    Where required, handling space is cleared, potential obstructions are removed and personnel are notified, prior to the maintenance, repair and/or removal task. 

    ASSESSMENT CRITERION 6 
    Pre-operational checks are carried out on removal and securing equipment, in accordance with work instructions. 
    ASSESSMENT CRITERION NOTES 
    Indicators:
  • The machine or sub-assembly is confirmed to be isolated.
  • The machine or sub-assembly is handled and transported according to specifications.
  • The machine or sub-assembly is inspected and non-conformances identified.
  • The machine or sub-assembly maintenance requirements are determined.
  • Assembly components are selected, lapped and sealed, fitted and adjusted to meet operational requirements.
  • The assembly is checked for conformance with manufacturer specifications and applicable safety standards.
  • Mechanical assembly records are completed and processed.
  • Work is carried out in a safe manner in accordance with schedules and manufacturer specifications.
  • Assembly process cycle time meets workplace requirements. 
    		•

    SPECIFIC OUTCOME 3 
    Assemble mechanical components. 
    OUTCOME RANGE 
  • Maintenance includes removal, disassembly evaluation, reassembly and re-installation of machines or sub-assemblies (combinations of assembled components and parts).
  • Correct use of tools, equipment and fasteners are important factors for competency.
  • Applicable procedure is appropriate for the task and conforms with work-site practice and manufacturer's specifications.
  • Quality checks after completion (where applicable checking gauges and measuring instruments may be implemented).
  • Evaluation/inspection of components after disassembly. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Mechanical assembly is performed and complies with task instructions. 

    ASSESSMENT CRITERION 2 
    Faulty components are identified and corrective action is taken according to standard operating procedures. 

    ASSESSMENT CRITERION 3 
    All work is performed safely with due care for self, fellow workers, machines, equipment, materials and environment. 

    ASSESSMENT CRITERION 4 
    The assembly is tested (where possible) for functionality in terms of operational requirements and in accordance with quality assurance procedures. 

    ASSESSMENT CRITERION 5 
    The operation, running condition or exactness of assembly is confirmed, recorded and reported after the assembly process, according to work-site practice, drawing information and/or manufacturer's specifications. 

    ASSESSMENT CRITERION 6 
    Work area is restored to a safe and serviceable condition. 
    ASSESSMENT CRITERION NOTES 
    Indicators:
  • The machine or sub-assembly is confirmed to be isolated.
  • The machine or sub-assembly is handled and transported according to specifications.
  • The machine or sub-assembly is inspected and non-conformances identified.
  • The machine or sub-assembly maintenance requirements are determined.
  • Assembly components are selected, lapped and sealed, fitted and adjusted to meet operational requirements.
  • The assembly is checked for conformance with manufacturer specifications and applicable safety standards.
  • Non-conforming consumables, damaged or sub-standard components and equipment are identified and appropriate corrective action taken.
  • Mechanical assembly records are completed and processed.
  • Work is carried out in a safe manner in accordance with schedules and manufacturer specifications.
  • Assembly process cycle time meets workplace requirements.
  • A clean and tidy work environment is maintained.
  • No delays are caused as a result of poor planning for mechanical assembly maintenance and identifying problems.
  • Applicable health, safety and environmental procedures are adhered to.

    Understanding confirmed:

    Respond to `what if` and `why` questions covering:
  • Mechanical assembly tools and equipment, their characteristics and working principles.
  • The disassembly and assembly process: sequence, procedures and techniques.
  • Tools and equipment used.
  • Quality awareness: implications of assembly practice that does not comply with operational requirements.
  • Applicable mechanical installation theory.
  • Safety.
  • Reporting and documentation requirements.
  • Discuss the implications of not adhering to the sequence of activities and operations as described in the specific outcomes and making decisions inappropriate to the task. 
    		•

    SPECIFIC OUTCOME 4 
    Maintain and care for tools and equipment. 
    OUTCOME RANGE 
    Tools and equipment include absorbent material, hand tools and cleaning equipment, mechanical assembly fluid, lifting equipment and tackle. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    The proper care and storage procedure for tools and equipment is explained in accordance with work site practice. 

    ASSESSMENT CRITERION 2 
    Work area is restored to a safe and serviceable condition. 

    ASSESSMENT CRITERION 3 
    Tools and equipment are stored in accordance with manufacturer's specification and requirements. 

    ASSESSMENT CRITERION 4 
    Defective tools and equipment are reported and corrective action taken, according to accepted worksite practice. 
    ASSESSMENT CRITERION NOTES 
  • Non-conforming consumables, damaged or sub-standard components and equipment are identified and appropriate corrective action taken.
  • A clean and tidy work environment is maintained.
  • No delays are caused as a result of poor planning for mechanical assembly maintenance and identifying problems.
  • Applicable health, safety and environmental procedures are adhered to. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • The assessment will be governed by the policies and guidelines of the relevant ETQA which has jurisdiction over this field of learning. The assessor will (at the very least) be accredited and have a technical qualification in this learning area.
  • The learner can be assessed in the language of his/her choice although s/he has to report incidents or conditions to someone else. The learner will be assessed on his/her ability to report in the language commonly used in his/her working environment.
  • The learner will be assessed in the workplace but s/he can submit documents, projects, test results and assignments that were not produced in the workplace.
  • The learner can be assessed against this unit standard to obtain credits or as part of an integrated assessment. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Names & functions of:
  • Consumables, lubricants, cleaning agents used.
  • Equipment on which maintenance is performed.
  • Mechanical assembly components.

    Attributes, descriptions, characteristics & properties:
  • Defects of components.
  • End users of design.
  • Pressure hazards.
  • Working mechanical assemblies.

    Sensory cues:
  • Sensory cues (what I see, hear, smell, feel) utilised for identifying problems during maintenance.

    Purpose of:
  • Making safe
  • Performing maintenance.
  • Following maintenance schedules.
  • Interpreting instructions.
  • Adhering to design principles.
  • Adhering to safety, health and environmental legislation.

    Processes, events, causes and effects, implications:
  • Implications of overlooking aspects of machine during strip-down procedure.
  • Acquiring consumables and cleaning agents.
  • Performing maintenance.
  • Implications of overlooking design fundamentals.
  • Implications of not adhering to safety, health and environmental legislation.
  • Using unsafe methods.

    Procedures and techniques:
  • Assembly techniques.
  • Performing visual inspections.
  • For minimising wastage.
  • Identifying problems
  • Identify and select required components.
  • Designing.
  • Reporting on operation.
  • Handling and storage of components.
  • Isolation technique and procedures.

    Regulations, legislation, agreements, policies, standards:
  • Applicable safety, health and environmental protection legislation.
  • Applicable company policies and procedures.

    Theory: rules, principles, laws:
  • Hazard categories.
  • Power, torque, force, distance.
  • Units of measure.
  • Applicable quality assurance fundamentals.

    Relationships:
  • Relationship between mechanical assembly, the machine, its operation and the production process. 
    		•

    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 assembly process and the detection and analysis of faults. 
    		•

    UNIT STANDARD CCFO WORKING 
    Work effectively with others as a member of a team:
  • Interact with colleagues and team members in order to acquire required consumables, lubricants and cleaning agents. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage my activities and myself:
  • Apply the correct procedures and techniques for performing maintenance.
  • Manage resources and time. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information:
  • Interpret information off job instructions to maintain correct.
  • Make decisions based on that information. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communicate effectively:
  • Write reports on condition of dismantled components. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems:
  • Understand and explain the purpose of maintenance to the production process.
  • Justify my actions as appropriate. 
    		•

    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 replaces unit standard 115393, "Assemble mechanical components", Level 2, 12 credits.
  • This amendment intends broadening its scope and enhancing the content so that learners and assessors may have a greater understanding of its true purpose.
  • The term "assembly" includes removal from site, disassembly (strip-down); evaluation of faulty components, re-assembly and quality inspection (visual).
  • Mechanical components are regarded as small machines, excluding their electrical drive component or machine sub-assemblies.

    Recognition of Prior Learning:

    Credits may be obtained by applying to an accredited/approved training provider/institution in order to have prior learning recognised in lieu of work experience. Work experience must relate to the specific outcomes contained within this unit standard. The ensuing assessment of candidates seeking recognition of prior learning should not be so onerous as to deter them from doing so.

    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. The learner must be declared 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
    Core  59689   National Certificate: Mechanical Engineering  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  67629   National Certificate: Mechatronics  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  65809   National Certificate: Automotive Manufacturing and Assembly  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  MERSETA 
    Elective  78523   National Certificate: Automotive Repair and Maintenance  Level 2  NQF Level 02  Passed the End Date -
    Status was "Reregistered"     		 2023-06-30  As per Learning Programmes recorded against this Qual 


    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.
     
    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.