ENGINEERING GRAPHICS AND

DESIGN

GUIDELINES FOR
PRACTICAL ASSESSMENT TASKS

GRADE 12

2026

These guidelines consist of 27 pages.

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TABLE OF CONTENTS

1. INTRODUCTION 3

SECTION A (TEACHER GUIDELINES) 4

2. STRUCTURE OF THE PAT 4

3. INSTRUCTIONS FOR THE ADMINISTRATION OF THE PAT 5

4. ASSESSMENT AND MODERATION OF THE PAT 6

4.1 Assessment 6
4.2 Moderation 8

5. CONCLUSION 8

SECTION B (LEARNER TASKS) 9

General information and instructions 9

6. PRACTICAL ASSESSMENT TASK 1 (PAT 1) 10

A civil design project 10

7. PRACTICAL ASSESSMENT TASK 2 (PAT 2) 17

A mechanical design project 17

8. ANNEXURE A: ASSESSMENT RUBRIC 24

9. SIMPLIFIED RUBRIC FOR ALLOCATION AND VERIFICATION OF MARKS 25

10. PAT 2026: SUMMATIVE ASSESSMENT SHEET 26

11. DECLARATION OF AUTHENTICITY 27

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1. INTRODUCTION

The 18 Curriculum and Assessment Policy Statement subjects which contain a practical
component all include a practical assessment task (PAT):

• AGRICULTURE: Agricultural Management Practices, Agricultural Technology,

• ARTS: Dance Studies, Design, Dramatic Arts, Music, Visual Arts
• SCIENCES: Computer Applications Technology, Information Technology
• SERVICES: Consumer Studies, Hospitality Studies, Tourism
• TECHNOLOGY: Engineering Graphics and Design, Civil Technology, Electrical
Technology and Mechanical Technology
• TECHNICAL: Technical Mathematics and Technical Sciences

A practical assessment task (PAT) is a compulsory component of the final promotion mark for
all candidates offering subjects that have a practical component and counts 25% (100 marks)
of the end-of-year examination mark. The PAT is implemented across the first three terms of
the school year. This is broken down into different phases or a series of smaller activities that
make up the PAT. The PAT allows for learners to be assessed on a regular basis during the
school year and it also allows for the assessment of skills that cannot be assessed in a written
format, e.g. test or examination. It is therefore important that schools ensure that all learners
complete the practical assessment tasks within the stipulated period to ensure that learners
are resulted at the end of the school year. The planning and execution of the PAT differs from
subject to subject.

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SECTION A (TEACHER GUIDELINES)

2. STRUCTURE OF THE PAT

The Engineering Graphics and Design (EGD) PAT is a compulsory national formal
assessment task that contributes 33,33% towards a learner's NSC examination mark, and
25% (100 of the 400 marks) towards a learner's final NSC mark. It is therefore regarded as a
third EGD NSC examination paper.

The purpose of the PAT is to assess topics, content and concepts, which are contained in the
CAPS, but not assessed in tests or examinations. These are:
• The design process
• The application of the design process
• The quality and neatness of freehand, instrument and CAD drawings
With the inclusion of the research component as part of the design process, content and
concepts that are not included in the CAPS may be included in the PAT. The PAT is therefore
designed to develop a learner's ability to integrate and apply knowledge that is taught and
self-acquired, and to demonstrate attained levels of skills and competency.
The PAT gives the learner an opportunity to apply knowledge in a creative way through the
design process. The learner is also given an opportunity to complete the PAT in an
environment which is more conducive to the creative processes. This environment should
therefore provide the learner with easier access to, and a wider variety of, resource material
than would otherwise be available in a formal test or examination.

The PAT is divided into THREE PHASES:

• PHASE 1: The design process
• PHASE 2: Preparing working and pictorial drawings
• PHASE 3: Creating the PAT file/portfolio

The three PHASES require that the learner demonstrates a clear understanding of, and is
able to apply, the design process. As part of the design process, the learner must be able to
do the following:
• Analyse the given scenario and formulate a design brief, which includes a list of
specifications, constraints and a management plan.
• Conduct relevant and usable research.
• Use the research in developing ideas/concepts/solutions, analytically and graphically,
using freehand drawings.
• Select a final solution that demonstrates a clear understanding of the design brief.
• Present the final solution as a set of working drawings and a pictorial (3D) drawing.
• Provide clear evidence of continuous self-evaluation during the development of the PAT.
• Create a PAT file/portfolio.

PHASE 1 and PHASE 2 of the PAT have been designed to give the learner the opportunity
to demonstrate a level of competency and skill that has been attained in the following drawing
methods:
• Freehand drawings, prepared using a pencil and grid/graph paper only
• Instrument drawings, prepared in pencil and using drawing instruments
• CAD drawings, prepared using a CAD program

TWO practical assessment tasks (PATs) are included in this document:

• PAT 1 is a task in the context of civil technology, with an electrical component
• PAT 2 is a task in the context of mechanical technology

With the guidance of the teacher, each learner must select and complete ONE PAT only.

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Elements that make up the PAT mark for Engineering Graphics and Design:
ELEMENTS OF THE MARK FOR THE PRACTICAL ASSESSMENT TASK
The design process 25%
The correctness of the working and pictorial drawings 50%
The drawing methods (freehand, instrument and CAD) 25%
TOTAL 100%

3. INSTRUCTIONS FOR THE ADMINISTRATION OF THE PAT

The teacher must provide a copy of and mediate the entire SECTION B (pages 9 to 27) of
this 2026 PAT document to every Grade 12 learner during the week of
23 to 27 February 2026.

Each phase must be completed and assessed prior to commencement of phase moderation
in terms 2 and 3, and provincial moderation in terms 3 and 4.

The phases of the PAT must therefore be completed within the following time frames:
• PHASE 1: Design process (completed before the commencement of term 2)
• PHASE 2: Presentation drawings (completed before the commencement of term 3)
• PHASE 3: Completion of ALL presentation requirements and creation of file/portfolio
(completed in term 3 before the commencement of the final provincial
moderation, or, at the latest, before the commencement of the preparatory
examinations).

Although the PHASES could be completed either cyclically or during block times, as
indicated in the CAPS, it is recommended that one entire day per term be allocated for each
PHASE, e.g. as an extra paper during the May/June Examinations.

Teaching time allocated for the preparation and completion of all three PHASES of the PAT
may not exceed 16 hours. However, additional non-teaching time may be allocated for
the completion of the PAT at the school, but the total time allocated for the completion of
ALL the PHASES of the PAT should NOT exceed 20 hours.

To ensure that the PAT is completed within the stipulated time frames, it is essential that the
teacher prepares and communicates a management plan/pacesetter with target dates. This
will help learners to monitor their own progress, and for the teacher to implement intervention
programmes.

NOTE:
To ensure the integrity of the PAT as a 'third NSC examination paper', the following
additional instructions must be adhered to. Non-compliance to any of these, and afore-
mentioned instructions, will be deemed a serious examination irregularity.
• Except for clean A4 folio paper, clean A4 and A3 drawing sheets and grid/graph paper,
NO templates, tables, pre-prepared pages/drawing sheets, redrawn examples of
the site plan, etc., may be given or made available to the learners in any form or
format.
• NO examples of possible or suggested solutions of any component of the PAT may
be provided to, procured for, or demonstrated to the learners in any form or format.
This includes, but is not limited to, examples developed, or demonstrations presented
by any individual, group, department, institution, organisation or business.
• Explanatory examples, such as graphical illustrations, best practices from previous
years' PATs, etc., may ONLY be presented to the learners during the initial mediation
of the PAT. As these examples may not be given to the learners or left for them to view
indefinitely after the initial mediation, learners must be encouraged to take notes during
the mediation, but may NOT take any photographs or videos.
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• It is the responsibility of the teacher to ensure that each learner's PAT is of an

appropriate Grade 12 level and complexity.
• ALL presentation requirements of the selected PAT must be strictly adhered to.
• Except for the required research component, ALL the presentation requirements of the
PAT must be completed at school under the supervision of the teacher.
• NO presentation may be shared or copied as the entire PAT must be completed
individually. ALL the presentations, including the front page, index/table of contents,
management plan, tables, drawing sheet preparation, etc., must be each learner's own
original work.
• ALL freehand drawings and instrument drawings must be prepared in pencil.
• ALL learners must be encouraged to work on their own, with minimal intervention.
Developmental feedback and guidance may ONLY be given on presentations or a
PHASE that has already been attempted/prepared/completed, or when the learner
requests it.
• When learners prepare drawings in CAD, the following must be adhered to:
o The school must provide the facilities, including the CAD program and
computers. The school must hold the licenses of ALL the CAD programs used
by the learners, and NO other programs may be used by any of the learners.
o ALL CAD drawings must be prepared at school under the supervision of the
teacher.
o The opportunity to be trained using a CAD program must be made available to ALL
learners, regardless of whether they make use of it or not.
o As the teacher remains responsible for assessing both the competence displayed in
using a CAD program and the layout and correctness of the drawing presentations,
he/she must have sufficient knowledge of and skills in the CAD program used.
o Electronic and hard copy evidence of the history of the stage-by-stage
development of each learner's CAD drawings must be retained at school for a
period of time as stipulated by the Department of Basic Education (DBE).
o During the moderation process learners may be called upon to explain the functions
and principles of operating a CAD program, and to demonstrate drawing skills
through performing capability tasks.
• The DECLARATION OF AUTHENTICITY, on page 27 of this document, must be
completed and signed by the learner and teacher just prior to the final assessment.
• The SUMMATIVE ASSESSMENT SHEET, on page 26 of this document, must be
completed in full for each learner following the final assessment of the PAT.
• The teacher must ensure that ONLY the completed SUMMATIVE ASSESSMENT
SHEET, DECLARATION OF AUTHENTICITY and relevant CHECKLIST used by the
learner are included after the index in each learner's completed PAT file/portfolios.

4. ASSESSMENT AND MODERATION OF THE PAT

4.1 Assessment

Assessment of the PAT must be done according to the included and relevant 2026
ASSESSMENT CRITERIA AND CHECKLIST.

As frequent developmental feedback is needed to determine and provide guidance and

support to the learner, as well as to ensure that they are on the right track ('assessment
for learning'), both formal and informal assessment must be conducted throughout the
development of the PAT. Informal assessment may be conducted by either a peer or
by the teacher.

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The teacher must conduct ALL formal assessment and record the results on the
official mark sheets. The marks of each learner must also be indicated on the official
SUMMATIVE ASSESSMENT SHEET (see page 26), which must be included in the
learner's PAT file/portfolios. Where a school has more than one Grade 12 EGD
teacher, the teachers must assist one another by conducting PAT assessment as a team.
This will ensure a consistent standard of assessment across all the learners.

The final formal assessment must be completed before commencement of final

provincial moderation or, at the latest, before the commencement of the preparatory
examinations in the term 3.

Once the PATs have been assessed and moderated, the teacher/school must retain
ALL the PATs for external moderation. ALL the PATs must also be retained at school
for a period of time as stipulated by the provincial departments of education (PEDs).

Clarification of level descriptors and the verification of marks:

• 1-mark level descriptor:
There is NO percentage (%) for the 1-mark level descriptor, and it is used for
elementary/basic presentation requirements and/or drawing features, and must
be applied as follows:
o '0' (zero) must be allocated for the requirement not met, or if the presentation
thereof is incorrect.
o 1 mark may only be allocated if the requirement has been met fully and the
presentation thereof is correct.

• 2-mark level descriptor:

o '0' (zero) must be allocated if the requirement has not been included/shown,
or if the presentation of the requirement shows less than 30% evidence of
knowledge, or when the requirement is very poor.
o 1 mark may only be allocated if the presentation of the requirement shows at
least 30% or more evidence of knowledge, or if the requirement is NOT
complete or NOT completely correct, NOT compliant and/or clear, i.e.
average.
o 2 marks may only be allocated if the presentation of the requirement shows at
least 80% or more evidence of knowledge, and the requirement is more
than 80% complete, correct/compliant and clear, i.e. very good.

• 7-mark level descriptor

Refer to the 7-mark rubric on page 45 of the CAPS document for the level
descriptors. This implies that a '7' can only be allocated if the presentation
requirement(s) is 100% correct/compliant, i.e. outstanding and error-free.

• Verification of ALL final marks out of 10:

Each final mark out of 10 must be verified according to the descriptors contained
in the rubric on page 25 of this document. This implies that a '10' can only be
allocated if the presentation requirement(s) is 100% correct/compliant, i.e. perfect
and error-free.

• Rounding-off of marks:
Each mark out of 10 must be rounded off before being captured on the
SUMMATIVE ASSESSMENT SHEET (see page 26) and the recording/mark sheet.
A mark of 9,5 must, however, remain 9 as the 0,5 is an indication of a mistake.
The final mark out of 25, 50 and 25 for each of the three complete sections of the
PAT must also be rounded off after being calculated.

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4.2 Moderation
Moderation of the PAT must be conducted using the included 2026 ASSESSMENT
CRITERIA AND CHECKLISTS, and according to the same level descriptors used
for assessing the PATs.
As monitoring and/or moderation of the PAT can take place at any stage during the
development of the PAT, ALL completed and unfinished presentations of ALL the
PATs must always be available at the school.
To facilitate intervention programmes and processes, the following school-based and
cluster/district moderation must be done during terms 2 and 3:
• Phase 1: Design process (beginning of term 2 before the commencement of
PHASE 2, or at the latest before the mid-year examinations)
• Phase 2: Presentation drawings (beginning of term 3 before the commencement of
PHASE 3)
NOTES on the final provincial Grade 12 PAT moderation:
• ALL the schools in ALL the provinces must be moderated.
• The moderation must be conducted by officially appointed, trained and
authorised provincial PAT moderators. Peer, cluster, PLC or district moderation
may therefore NOT be implemented to conduct the moderation.
• PEDs must ensure that the moderation commences early enough so that it can
be concluded before the commencement of DBE and/or Umalusi moderation,
or at the latest by 23 October 2026.
NOTE:
The norm time for the moderation of a complete Grade 12 PAT is 45 minutes.
To assist the moderator with the moderation process, the teacher must supply a
complete set of updated mark sheets and merit lists.
At the beginning of the moderation process, the moderator must randomly select 10%,
with a minimum of THREE and a maximum of SIX PAT files/portfolios. The selected
PATs must be:
▪ No. 1 – a high/highest mark ▪ No. 2 – an average/middle mark ▪ No. 3 – a low mark
▪ No. 4 – an average/middle mark ▪ No. 5 – a high mark ▪ No. 6 – a low mark
If the selected PATs do not provide a consistent result, THREE additional PATs, i.e. a
high-, an average/middle- and a low-mark PAT, must be selected and moderated, and if
required, repeated until a more constant result is obtained.
If a school has more than ONE Grade 12 EGD teacher, THREE PATs, i.e. a high-, an
average/middle- and a low-mark PAT must be selected from each teacher.
The concept of 'benchmarking' should be applied when moderating the PATs. This
requires that a PAT with a highest mark, but preferably the PAT with the highest mark,
must be moderated first to establish a standard against which all the other PATs of
the school can be benchmarked.
NOTE:
A tolerance range of ONLY 5% is permissible between the average assessed mark
and the average moderated mark of the PATs selected for moderation. Only once
moderation has been completed, must the more than 5% difference between the
average marks of the moderated PATs be applied to the rest of the PATs.
5. CONCLUSION
On completion of the practical assessment task, learners should be able to demonstrate their
understanding of the design process, their enhanced knowledge, skills, values and reasoning
abilities as well as establish connections to life outside the classroom and address real-world
challenges. The PAT furthermore develops learners' life skills and provides opportunities for
learners to engage in their own learning.

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SECTION B (LEARNER TASKS)

General information and instructions

• The PAT is a compulsory national formal assessment task that contributes 25% (100 of
the 400 marks) towards their final NSC mark.
Learners that do not present a completed PAT will therefore NOT be resulted.
• This document contains the following TWO PAT scenarios:
o PAT 1: A civil design project, with an electrical component
o PAT 2: A mechanical design project
You, the learner, with the guidance of your teacher, must select and complete only ONE of
the PAT tasks contained in this document.
• ALL the presentation requirements of the selected PAT must be strictly adhered to and, with
the exception of the research component, be completed at school, under the supervision
of your teacher.
• NONE of the presentations may be shared or copied. The entire PAT must be completed
individually and ALL the presentations, including the front page, index/table of contents,
management plan, tables, drawing sheet preparation, etc. must be your own original work.
• The PAT must be of an appropriate higher-order Grade 12 complexity.
• ALL freehand drawings and instrument drawings must be prepared in pencil.
• The PAT must be completed in phases and within the given time frames of your teacher's
pacesetter/management plan.
• The PAT will be assessed according to the relevant ASSESSMENT CRITERIA AND
CHECKLISTS, which are included in this PAT document.
• The relevant 2026 ASSESSMENT CRITERIA AND CHECKLIST for the PAT (i.e. either
pages 15 and 16 or 22 and 23) must be used to provide clear evidence of your own
continuous self-evaluation and the meeting of the deadlines during the development of the
PAT.
• Just prior to the final submission of your complete PAT, you must complete and sign the
DECLARATION OF AUTHENTICITY, on page 27 of this document.
• ONLY the 2026 SUMMATIVE ASSESSMENT SHEET, on page 26 of this document, your
completed and signed DECLARATION OF AUTHENTICITY, your completed
2026 ASSESSMENT CRITERIA and CHECKLIST with ALL your own prepared presentations
must be included, in the correct sequence, in your PAT file/portfolio.
• You are NOT permitted to use any of the photographs/pictures and/or websites contained in
this PAT document.
• Untidy and messy work, as well as the late submission of presentation requirements, will be
penalised.

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6. PRACTICAL ASSESSMENT TASK 1 (PAT 1)

A civil design project
SCENARIO
The Department of Basic Education is in the process of implementing a compulsory Early
Childhood Development (ECD) phase in primary schools. This programme aims to safeguard
children's rights and support their full cognitive, emotional, social and physical development.
It is intended to better prepare children, up to the age of five, for successful entry into primary
school.
The School Governing Body of a primary school in your area has chosen to take early action
by introducing the ECD phase at their institution. They have requested that you prepare a
proposed design solution for a separate new facility that will include classrooms and all
necessary amenities. This new facility will hereafter be referred to as the 'building'.
The building must be a single-storey brick structure with a 25° pitched roof covered in IBR
sheeting. The roof must feature a 300 mm overhang on both sides, complete with fascia
boards, gutters and rainwater downpipes, as well as barge boards at each end. The roof
height must allow for a covered walkway to fit beneath the overhang. In addition, two skylights
must be installed above each classroom on the same side of the pitched roof as the covered
walkway.
The building must contain TWO adjoining classrooms of identical size, each measuring
between 65 m² and 70 m². The two classrooms must be separated by floor-to-ceiling room
dividers that can be opened to create one space. Each classroom must include a built-in
cupboard for storing toys and equipment. Large aluminium windows must be placed on one
external wall of each classroom to provide ample natural light. On the opposite wall, aluminium
sliding doors must open onto a 2-metre-wide covered walkway that extends along the entire
length of one side of the building. Directly in front of this covered walkway, a large outdoor
play area must be provided enclosed with a 2-metre-high security fence.
Separate boys' and girls' toilet facilities must be located at one end of the building and be
accessible from the covered walkway. The boys' facility must include THREE toilets, TWO
wall-mounted urinals and TWO washbasins. The girls' facility must include FOUR toilets and
TWO washbasins. All toilet facility fixtures must be age-appropriate, and both toilet facilities
must have adequate windows for ventilation and light.
At the opposite end of the building, a staffroom must be provided. This room must offer
workspace and seating for FOUR staff members and may not exceed 30 m² in size. Adjacent
to the staffroom, a kitchen must be included, featuring a double sink, built-in cupboards,
sufficient work surfaces for food preparation, and space for a refrigerator and stove. The
kitchen may not exceed 15 m². Adjoining the staffroom, a sick bay must be added, no larger
than 6 m², and equipped with a washbasin. The staffroom, kitchen and sick bay must also be
accessible from the covered walkway and have aluminium-framed windows that provide
adequate natural lighting.
Each classroom must be fitted with FOUR sets of double fluorescent lights. TWO fluorescent
light sets must be installed in each toilet facility, and ONE set must be placed in the kitchen.
Wall-mounted lights must be provided along the length of the covered walkway. The staffroom
and sick bay must have sufficient ceiling-mounted lighting. In addition, each classroom must
contain TWO switched socket outlets, the staffroom must have THREE, the sick bay must
have ONE and the kitchen must have FOUR.
All waste-water and sewage from the building must connect to the existing sewer line.
The area of the entire building, excluding the covered walkway, may not exceed 260 m².

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Given: Site plan of the primary school

PHASE 1: PRESENTATION REQUIREMENTS

1. Analyse the given scenario and formulate a design brief in two paragraphs:
• The first paragraph must, in your own words, give a brief background to the
project, as well as a comprehensive description of what has to be designed.
• The second paragraph must, in your own words, give a clear overview of your role
in the project, as well as a narrative describing the complete design process
that you are going to implement to complete this project.

From the scenario and your teacher's management plan, include the following as part
of the design brief:
• A list of TWENTY of the given specifications for the building
• A list of FIVE possible constraints. Note that the specifications you have listed may
not be repeated or reworded as possible constraints.
• Your own management plan that specifies target dates for the completion of each
presentation requirement

2. Conduct research that includes the following:

• FIVE examples with dimensions that included toilets, urinals and washbasins that
would be suitable for 3- to 5-year-old children.
• FIVE examples, including construction detail drawings, of undercover walkway
designs that are suitable for schools.
• THREE examples of skylights for pitched roofs, and THREE floor plans examples of
floor-to-ceiling room dividers, suitable for use between classrooms.

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NOTE:
• Before you start conducting the research, first familiarise yourself with the
requirements of the various drawings, so that your research will be able to assist you
in completing the drawings.
• The research must therefore be relevant and in the form of graphic material, i.e.
pictures and illustrations.
• The research material must be aesthetically presented and may NOT exceed THREE
A4 or ONE A3 page per topic.
• There must be clear evidence that the research has been used in your design
solution.
• Include a list of ALL references used (Bibliography), directly after the research.

3. Prepare neat detailed freehand drawings of the floor-plan layout of TWO possible
design solutions for the proposed new building, including all the features and the
walkway. Each freehand drawing must show the correct presentation of ALL the building
features, e.g. wall thicknesses, doors, all the permanent fixtures, the rooflines, as well as
the primary dimensions and labels. Calculate the total area of the building, excluding
the walkway, and the total floor area of one of the classrooms. The calculations must
be clearly shown in a table on the drawing sheet as part of each freehand drawing.

NOTE:
• Grid/Graph paper must be used to assist with the preparation of the freehand
drawings so that ALL features and fixtures are drawn to proportion. The grid/graph
paper used must be included in the PAT file/portfolio.
• ALL aspects of the freehand drawing, including dimensions, labels, tables and
possible information blocks, must be prepared using a pencil ONLY. The use of
any other drawing instruments, e.g. a ruler or compass, will be penalised.
• The electrical layout and the waste-water disposal systems are NOT required on
the freehand drawings.
• The freehand drawings may be prepared on either A4 or A3 drawing sheets.
• NO borders or title panels are required for the freehand drawings.
• ALL the freehand drawings must comply with the guidelines and graphical symbols
contained in the SANS 10143.
• The drawings must provide clear evidence that a high level of competency has been
attained in the freehand drawing method.

4. Select the best solution that demonstrates an in-depth understanding of the scenario.
On a separate page, compare and evaluate the TWO freehand solutions by:
• Creating a table with a minimum of SIX relevant and self-explanatory descriptive
criteria that will facilitate measurable comparisons
• Creating and applying a simple, self-explanatory rating scale to score each
solution against each criterion
• Justifying each score by describing the positive and/or negative aspects of each
solution against each criterion

Complete the process by writing a comprehensive summary giving reasons for your
selected freehand solution. The summary must include any late changes that may have
been made to the selected freehand solution, or NOT. If there were late changes, they
must be clearly described.

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PHASE 2: PRESENTATION REQUIREMENTS

5. Present the selected solution as a set of working drawings and a pictorial drawing
(5.1, 5.2 and 5.3) that meet the following criteria:
• ALL the working drawings must be prepared on appropriately sized drawing sheets,
set up with correct borders. ONLY ONE of the drawing sheets must be set up with
a complete SANS 10143 compliant civil title panel.
• The drawings must provide clear evidence that a high level of competency has been
attained in the following TWO drawing methods:
o Instrument drawing
o CAD (computer-aided drawing/design)
NOTE:
o ONE entire working drawing (i.e. 5.1.1, 5.1.2 and 5.1.3 or 5.2) must be prepared
using a pencil and drawing instruments, and the other using a CAD program.
o The perspective drawing (5.3) may be prepared using a pencil and drawing
instruments, or a CAD program.
o Schools that do not have CAD facilities must prepare all the required working
drawings and pictorial drawing (i.e. 5.1, 5.2 and 5.3) using a pencil and drawing
instruments.
• ALL aspects of all drawings must comply with the guidelines, the title panel, graphical
symbols and representations contained in the SANS 10143.
5.1 Draw detailed LAYOUT DRAWINGS of the selected freehand solution of the
complete building and covered walkway, clearly showing all the required
building features.
The layout drawings must show the following orthographic views:
5.1.1 The complete FLOOR PLAN, drawn to a suitable scale, preferably 1 : 50,
but not smaller than scale 1 : 75.
5.1.2 TWO ELEVATIONS, drawn to the same scale as the floor plan. ONE
elevation must show the front of the building, the covered walkway and
sliding doors of the classrooms, and the other view must show the side
of the building with the toilet facilities.
5.1.3 A DETAILED SECTION, drawn to scale 1 : 20, showing ALL the detail from
the foundation to the roof at one of the toilet facilities. The cutting plane(s)
must pass through the undercover walkway and the wall or door (with or
without a door, and then pass in front of either a washbasin, a toilet or a
urinal that would be suitable for 3- to 5-year-old children.
NOTE: By using break lines, the detailed section can be split into TWO
parts, ONE showing the complete covered walkway, door or wall
and end of the roof, and the other showing the washbasin, the toilet
or the urinal and the section of the roof above it.
Include the following on ALL relevant views:
• ALL exterior features, including doors and windows.
NOTE: ALL window and door frames must be shown in the TWO elevations.
• The roof detail, including all rainwater items, the skylights and roof lines
• ALL permanent fixtures
• ALL electrical fittings and the wiring layout
• Waste-water disposal systems (sewerage) on the floor plan, elevations and
for the toilet or washbasin on the detailed section
• The cutting plane(s)
• All hatching detail
• Detailed dimensioning
• Titles, labels, notes
• Scales used
• North point
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5.2 Draw, to a suitable scale, a complete detailed SITE PLAN of STAND 7.

Include the following:
• ALL given site details and features, including ALL existing buildings
• The placement of the complete proposed new building and play area with the
security fence
• ALL sewerage detail, with labels and notes included
• Dimensions, including the reference dimensions and corner heights
• Scale
• North point
5.3 Draw a detailed 'birds-eye view' TWO-POINT PERSPECTIVE DRAWING of the
complete building and covered walkway. Orientate the perspective drawing so
that it clearly shows the front of the building with the full length of the covered
walkway, skylights, sliding doors and the side of the building with the toilet facilities.
The horizon line (HL) must be ± 1 m above the roof cap.
Evidence of the following must be included:
• All views/drawings used to produce the perspective drawing
• The construction method used to produce the perspective drawing
NOTE: Use a copy of the perspective drawing, which may contain artistic features,
as the picture for the cover page of your PAT file/portfolio.
PHASE 3: PRESENTATION REQUIREMENTS
Create a PAT file/portfolio containing the following in the given sequence:
• A complete PAT cover page that includes the name of the subject, your school's name,
your full name and surname, your grade and class group, your teacher's initials and
surname, and a copy of your own two-point perspective drawing (5.3) for this task.
• A complete index (table of contents)
• The 2026 SUMMATIVE ASSESSMENT SHEET (see page 26)
• The completed DECLARATION OF AUTHENTICITY (see page 27)
NOTE: Flip files or plastic filing sleeves may NOT be used for the PAT file/portfolio.
Include the following PHASE 1 and PHASE 2 presentation requirements in the PAT
file/portfolio after the DECLARATION OF AUTHENTICITY:
1. ALL the design brief requirements
2. Evidence of ALL the resource material used for the required research
3. The TWO freehand drawings of the possible design solutions
4. ALL the evidence of the selection of the best solution
5. ALL the required working drawings (5.1 and 5.2) and the perspective drawing (5.3)
6. The ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2026 CIVIL PAT (see pages
15 and 16), which must provide clear evidence of your own continuous self-
evaluation and the meeting of deadlines during the development of the PAT.
NOTE:
Include the following on each page:
• Clear numbering according to the numbers of the presentation requirements
• Your name on ALL the pages of ALL the presentation requirements
Assessment criteria and checklist for the 2026 Civil PAT
• The SUMMATIVE ASSESSMENT SHEET on page 26 of this PAT document must be
used to indicate the final totals out of 10 for each assessment criterion.
• The contribution of each aspect of the PAT is as follows:
o The design process, i.e. presentation requirements numbers 1, 2, 3, 4, 6 and 7, will
contribute 25 marks out of 100.
o The working drawings and the pictorial drawing, i.e. presentation requirement
number 5, will contribute 50 marks out of 100.
o Drawing methods, drawing skills and presentation, which should be assessed
according to ANNEXURE A, will contribute 25 marks out of 100.
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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2026 CIVIL PAT

1-mark level 0 Requirements not met or presented incorrectly

Comments
Maximum
Checked
Descriptive 1 Requirements has been met and/or presented correctly

mark
0 Requirements not met, or less than 30% evidence of knowledge shown (very poor)
2-mark level
1 Requirements included and at least 30%+ evidence of knowledge shown (avg.)
Descriptive
2 Presentation shows at least 80% or more evidence of knowledge (very good)
1. Design Brief
1.1 1st paragraph: background and comprehensive description of what is to be designed 2
1.2 2nd paragraph: your role and description of the design process you are going to follow 2
1.3 A list of TWENTY given specifications in the scenario 2
1.4 A list of FIVE possible constraints in the scenario 2
1.5 A management plan with possible target dates for ALL the presentation requirements 2
TOTAL 10
2. Research (This should be restricted to a maximum of THREE A4 or ONE A3 page per topic.)
Relevant and 2.1 5 dimensioned examples of toilets, urinals and washbasins for 3- to 5-year olds 2
usable 2.2 5 examples, including construction detail drawings, of undercover walkways 2
research on: 3 examples of skylights for pitched roofs (1), and
2.3 2
3 floor plan examples of floor-to-ceiling room dividers that can open(1)
Clear evidence that the research was used in design solutions 2
A list of ALL references used (Bibliography) 2
TOTAL 10
3. Freehand drawings of TWO possible design solutions Final mark for each solution
Assess Building with ALL rooms and areas 2
each Covered walkway and rooflines 2
freehand Correct presentation of all building features (walls, windows, doors) 2 Solution
10
solution 1
ALL fixtures included (toilet, urinals, washbasins, etc.) 2
as follows: Correct presentation of all fixtures according to SANS 10143 2
The relative size and proportion of ALL features to each other 2
Primary labels (1) + primary dimensions (1) 2 Solution
10
2 x calculations shown and within the specifications (2 + 2 = 4) 4 2
Design, functionality and effective space utilisation 2
Subtotal = 20 ÷ 2 = TOTAL 20
4. Selecting the best freehand solution (This must be a separate presentation.)
A suitable table created for the selection process 2
A minimum of SIX relevant and descriptive criteria that will facilitate measurable comparisons 2
A simple rating scale created and used to score each solution against each criterion 2
Each score justified by describing the positive or negative aspects against each criterion 2
Comprehensive summary with reasons for selected solution (including possible late changes) 2
TOTAL 10
5. Layout drawings and a pictorial drawing of selected solution
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all the drawing sheets of all the working drawings 2
Complete SANS 10143 compliant CIVIL TITLE PANEL on ONE working drawing's drawing sheet 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
5.1 Detailed layout drawings of the proposed pre-school and playground incl. the undercover walkways
5.1.1 FLOOR PLAN showing:
Correlation with selected freehand solution 1
ALL external and internal walls 2
Covered walkway and rooflines 2
ALL doors and windows 2
ALL permanent fixtures 2
ALL electrical fittings and the wiring layout 2
Waste-water disposal systems (sewerage) 2
Title, labels and notes (2) + detailed dimensioning (2) (2 + 2 = 4) 4
Hatching detail (1) + Cutting planes (1) (1 + 1 = 2) 2
Suitable scale selected and correctly indicated 1
Subtotal = 20 ÷ 2 = TOTAL 10

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5.1.2 TWO ELEVATIONS that show the administration block and classrooms, incl. the undercover walkway
Prescribed views: one showing the front of the building + one showing the side with toilets 1
External walls and undercover walkway 2
Detail of ALL doors and windows, including frames 2
Roof detail, including skylights and all rainwater items 2
Waste-water disposal (sewerage) 2
Elevations drawn to the same scale as the floor plan 1
TOTAL 10
5.1.3 DETAILED SECTION
The section is according to the indicated cutting plane on the floor plan 1
Foundation, slab and wall detail, including the correct SANS hatching 2
Roof detail, including all rainwater items and correct SANS hatching 2
Covered walkway detail 2
Age-appropriate toilet, washbasin or urinal, including sewerage 2
Titles, labels and notes 2
Detailed dimensioning 2
Scale 1 : 20 used and correctly indicated (1) + break lines (1) 2
(1 = 1; 2 = 1; 3 = 2; 4 = 3; 5 = 3; 6 = 4; 7 = 5; 8 = 5; 9 = 6; 10 = 7; 11 = 7; 12 = 8; 13 = 9; 14 = 9; 15 = 10)
Subtotal = 15 ÷ 1,5 = TOTAL 10
5.2 DETAILED SITE PLAN
Site plan correctly drawn, including ALL given site features and detail 2
The proposed new building and covered walkway, play area, and security fence 2
ALL sewerage detail, with labels and notes 2
Dimensions, including new building reference dimensions 2
Suitable scale used and correctly indicated (1) + North point (1) 2
TOTAL 10
5.3 TWO-POINT PERSPECTIVE DRAWING showing building and the undercover walkways
Evidence of the views and construction used to prepare the drawing 1
Correct orientation of building (1) + HL ± 1 m above the roof cap (1) (1 + 1 = 2) 2
Detail and correctness of the complete perspective drawing 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
6. Continuous self-evaluation and the meeting of deadlines
Checklist completed as evidence of continuous self-evaluation (mark out of 10 ÷ 2) 5
Meeting ALL the submission deadlines (mark out of 10 ÷ 2) 5
NOTE: Use the 10-mark simplified rubric on page 25 of this PAT document. TOTAL 10
7. Presentation of the complete PAT file/portfolio
Complete cover page with a copy of the perspective drawing 1
Complete index (table of content) 1
Completed summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g. binding, appearance, etc. (mark out of 10 ÷ 2) 5
NOTE: Use the 10-mark simplified rubric on page 25 of this PAT document. TOTAL 10
Assessment of drawing methods, drawing skills and presentation
(a) Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 24)
NOTE: • No evidence of grid/graph paper used = max. 7 marks, even if drawn excellently 10
Not drawn in freehand = 0 marks, and some evidence of instruments used = max. 5 marks
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 24)
(b) Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page 24) 10
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 24)
(c) CAD drawings
Competence displayed in using a CAD program (See ANNEXURE A on page 24) 10
Layout and correctness of the presentation drawings (See ANNEXURE A on page 24) 10

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7. PRACTICAL ASSESSMENT TASK 2 (PAT 2)

A mechanical design project

SCENARIO
You are employed as a draughtsperson at a design firm that specialises in providing design
solutions to clients within a wide range of products. A client that owns a company which
manufactures recreational equipment, has requested design solutions for front-wheel hub
and axle assemblies for bicycles or motorcycles.

[Courtesy of [Link]]

You have been commissioned by the design firm with investigating and analysing the design
features of existing front-wheel hub and axle assemblies of a bicycle or a motorcycle,
and to develop a design solution that is an improvement, which could be, but is not limited to,
one or more of the following:
• An improved design of a part or combination of parts
• A design strengthening a part or combination of parts
• A modified design

Your investigation, analysis and solution require the following stages:

• The FIRST stage involves finding a suitable front-wheel hub and axle assembly for
a bicycle or a motorcycle. The assembly must consist of a minimum of FOUR parts.
The front-wheel hub and axle assembly that you have selected hereafter will simply be
referred to as the hub assembly.
NOTE: You are NOT required to purchase a hub assembly. The chosen hub
assembly should be one that is readily available to you, easy to dismantle and therefore
does not have to be in a serviceable condition.

• The SECOND stage involves the complete dismantling of the hub assembly so that
ALL the individual parts can be investigated, measured and photographed.

• The THIRD stage requires the identification of ONE of the parts, or combination of
parts of the hub assembly, which could be improved, strengthened and/or modified
in some way. This will necessitate the application of the design process, as stipulated
below in the presentation requirements.
NOTE: The identified part or combination of parts must be of a Grade 12 level of
complexity to be accepted.

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Requirements and specifications for the hub assembly:

• Each learner must have his/her own hub assembly for the PAT.
• The hub assembly must be submitted as part of your PAT presentation.
• The hub assembly must consist of a minimum of FOUR separate parts.
• Your teacher must approve your choice of hub assembly. This is to ensure that it
meets the requirements in order for a PAT of an appropriate higher-order Grade 12
complexity can be produced.
PHASE 1: PRESENTATION REQUIREMENTS

1. Analyse the given scenario and formulate a design brief in two paragraphs:
• The first paragraph must, in your own words, give a brief background to the
project, as well as a comprehensive description of what has to be designed.
• The second paragraph must, in your own words, give a clear overview of your
role in the project, as well as a narrative describing the complete design
process that you are going to implement to complete this project.
From the given scenario and your teacher's management plan, include the following as
part of the design brief:
• Your own list of ALL the specifications for the hub assembly
• Your own list of at least THREE constraints for the hub assembly
• Your own management plan, which specifies target dates for the completion of
each presentation requirement.

2. Conduct research on:

• The material used for each individual part of the hub assembly
• The specific design features and/or function/purpose of each individual part of
the hub assembly
• The design and components of at least ONE other hub assembly that is similar to
the hub assembly that you have selected.
NOTE:
• The research must be relevant and should therefore be in the form of graphic
material, i.e. pictures and illustrations.
• Evidence of ALL the required research material must be included in the PAT
file/portfolio.
• The research material must be aesthetically presented and may NOT exceed THREE
A4 or ONE A3 page per topic.
• The first two research requirements will primarily be hands-on investigative
research, which must be presented using a comprehensive set of detailed
photographs taken during the second stage. Include labels and/or notes indicating
the material and the function of each individual component.
• The evidence of the ONE other similar hub assembly may be in the form of a
comprehensive set of pictures, illustrations and/or photographs, together with
explanatory labels and notes.
• There must be clear evidence that the research was used in your design solution.
• Include a list of ALL references used (Bibliography), directly after the research.
3. Prepare neat detailed freehand drawings of TWO possible design solutions of the
proposed improvement, strengthening and/or modification of ONLY the selected main
part, or a combination of parts of the hub assembly, as identified during the third stage.
Each set of freehand drawings must consist of relevant orthographic views and an
isometric drawing(s). ALL the freehand drawings must show the correct presentation of
ALL the features of the hub assembly and include dimensions, labels and explanatory
notes. Include a short explanation of the possible improvement, strengthening and/or
modification.

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NOTE:
• Grid/Graph paper must be used to assist in preparing the freehand drawings so
that ALL features are drawn to proportion. The grid/graph paper used must be
included in the PAT file/portfolio as evidence.
• ALL aspects of the freehand drawing, including dimensions, labels, tables and
possible information blocks must be prepared using a pencil ONLY. The use of
any other drawing instruments, e.g. a ruler or compass, will be penalised.
• The drawings may be prepared on either A4 or A3 drawings sheets.
• NO borders or title blocks are required for the freehand drawings.
• ALL the freehand drawings must comply with the guidelines and conventional
representations contained in the SANS 10111.
• These drawings must provide clear evidence that a high level of competency has
been attained in the freehand drawing method.

4. Select the best solution that demonstrates an in-depth understanding of the scenario.

On a separate page, compare and evaluate the TWO freehand solutions by:
• Creating a table with a minimum of FOUR relevant and self-explanatory
descriptive criteria that will facilitate measurable comparisons
• Creating and applying a simple, self-explanatory rating scale to score each
solution against each criterion
• Justifying each score by describing the positive and/or negative aspects of each
solution against each criterion

Complete the process by writing a comprehensive summary giving reasons for your
selected freehand solution. The summary must include any late changes that may have
been made to the selected freehand solution. If there were late changes, they must
be clearly described.

PHASE 2: PRESENTATION REQUIREMENTS

5. Present the hub assembly that you selected during the first stage, and the selected
improvement, strengthening and/or modification thereof as a set of working drawings and
a pictorial drawing (5.1, 5.2 and 5.3) that meet the following criteria:
• ALL the working drawings must be prepared on appropriately sized drawing sheets,
set up with correct borders. ONLY the first drawing sheet (i.e. for 5.1) must be set
up with a complete mechanical title block and parts list, as presented in the
NSC EGD Paper 2 analytical questions.
• The drawings must provide clear evidence that a high level of competency has been
attained in the following TWO drawing methods:
o Instrument drawing
o CAD (computer-aided drawing/design)
NOTE:
o ONE entire working drawing (i.e. 5.1 or 5.2) must be prepared using a pencil
and drawing instruments, and the other using a CAD program.
o The isometric drawing (5.3) may be prepared using either a pencil and drawing
instruments or a CAD program.
o Schools that do not have CAD facilities must prepare all the required working
drawings and pictorial drawing (i.e., 5.1, 5.2 and 5.3) using a pencil and drawing
instruments.
• ALL aspects of all drawings must comply with the guidelines and conventional
representations contained in the SANS 10111.

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5.1 Draw, to a suitable scale and in third-angle orthographic projection, an

ASSEMBLED DRAWING of the complete hub assembly, clearly showing ALL
the parts before any improvements, strengthening and/or modifications have been
affected.
NOTE: In the assembly drawing, the convention for interrupted views can be
used to shorten the length of the hub assembly, so that a larger scale can
be used.

The assembly drawing must show the following FOUR views:

5.1.1 The FRONT VIEW
5.1.2 A SECOND PRIMARY VIEW
5.1.3 Any other TWO SECONDARY VIEWS
NOTE: TWO of the views must be sectioned or contain types of sections.

Include the following:

• Title, labels and notes
• Scale
• Detailed dimensions
• Cutting plane(s)
• ALL hatching detail
• Relevant hidden detail that would provide clarity
• Projection symbol

5.2 Draw, to a suitable scale and in third-angle orthographic projection, a DETAILED

DRAWING of ONLY the identified part, or combination of parts of the hub
assembly, clearly showing the selected improvement, strengthening and/or
modification thereof.

The detailed drawing must show the following THREE views:

5.2.1 The FRONT VIEW
5.2.2 Any TWO other VIEWS
NOTE: ONE of the views must be sectioned or contain a type of section.

Include the following:

• Title, as well as comprehensive explanatory labels and notes
• Relevant welding and/or machining symbols (if required)
• Relevant tolerances (if required)
• Scale
• Detailed dimensioning
• Cutting plane(s)
• ALL hatching detail
• Relevant hidden detail that would provide clarity
• Projection symbol

5.3 Draw, to a suitable scale, a detailed ISOMETRIC DRAWING of the hub assembly,
OR of the improved, strengthened and/or modified part, or combination of parts,
that is of an appropriate Grade 12 level of complexity.
NOTE:
• Evidence of ALL auxiliary views and construction used to produce the drawing
must be clearly shown.
• Use a copy of the isometric drawing, which may contain artistic features, as the
picture for the cover page of your PAT file/portfolio.

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PHASE 3: PRESENTATION REQUIREMENTS

Create a PAT file/portfolio containing the following in the given sequence:

• A complete PAT cover page that includes the name of the subject, your school's name, your
full name and surname, your grade and class group, your teacher's initials and surname, and
a copy of your own isometric drawing (5.3) for this task.
• A complete index (table of contents)
• The 2026 SUMMATIVE ASSESSMENT SHEET (see page 26)
• The completed DECLARATION OF AUTHENTICITY
NOTE: Flip files or plastic filing sleeves may NOT be used for the PAT file/portfolio.

Include the following PHASE 1 and PHASE 2 presentation requirements in the PAT
file/portfolio after the DECLARATION OF AUTHENTICITY:
1. ALL the design brief requirements
2. Evidence of ALL the resource material used for the required research
3. The TWO freehand drawings of the possible design solutions
4. ALL the evidence of the selection of the best solution
5. ALL the required working drawings (5.1 and 5.2) and the isometric drawing (5.3)
6. The ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2026 Mechanical PAT (see
pages 22 and 23), which must provide clear evidence of your own continuous self-
evaluation and the meeting of the deadlines during the development of the PAT.
NOTE:
Include the following on each page:
• Clear numbering according to the numbers of the presentation requirements
• Your name on ALL the pages of ALL the presentation requirements.

Assessment criteria and checklist for the 2026 MECHANICAL PAT

• The SUMMATIVE ASSESSMENT SHEET on page 26 of this PAT document must be used to
indicate the final totals out of 10 for each assessment criterion.
• The contribution of each aspect of the PAT is as follows:
o The design process, i.e. presentation requirements numbers 1, 2, 3, 4, 6 and 7, will
contribute 25 marks out of 100.
o The working drawings and the pictorial drawing, i.e., presentation requirement number 5,
will contribute 50 marks out of 100.
o Drawing methods, drawing skills and presentation, which should be assessed according
to ANNEXURE A, will contribute 25 marks out of 100.

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2026 MECHANICAL PAT

1-mark level 0 Requirements not met or presented incorrectly

Comments
Maximum
Checked
descriptive 1 Requirements have been met and/or presented correctly

mark
0 Requirements not met, or less than 30% evidence of knowledge shown (very poor)
2-mark level
1 Requirements included and at least 30% evidence of knowledge shown (avg.)
descriptive
2 Presentation shows at least 80% or more evidence of knowledge (very good)
1. Design Brief
1.1 1st paragraph: background and comprehensive description of what has to be designed 2
1.2 2nd paragraph: your role and description of complete design process you are going to follow 2
1.3 A list of ALL the specifications of the hub assembly 2
1.4 A list of at least THREE constraints of the hub assembly 2
1.5 A management plan with target dates for ALL the presentation requirements 2
TOTAL 10
2. Research (This should be restricted to a maximum of THREE A4 or ONE A3 page per research topic.)
2.1 Materials used for each component of the hub assembly 2
Relevant and 2.2 Design features/function/purpose of each component of the hub assembly 2
usable 2.3 The components of another similar hub assembly 2
research on: Clear evidence that the research was used in your design solutions 2
A list of ALL references (Bibliography) 2
TOTAL 10
3. Freehand drawings of TWO possible design solutions Final mark for each solution
Third-angle orthographic views of the identified part(s) 2

Solution Solution
Freehand solution

Isometric drawing of the identified part(s) 2

Assess each

1
10
as follows:

Correct presentation of ALL the parts and features 1

Relative proportion of ALL parts and features to each other 2
Labels and explanatory notes 2
Dimensioning 2
10

2
Description of improvement/modification/re-design 2
Functionality of improvement/strengthening/modification 2
Subtotal = 15 ÷ 1,5 = TOTAL 10
1 = 1; 2 = 1; 3 = 2; 4 = 3; 5 = 3; 6 = 4; 7 = 5; 8 = 5; 9 = 6; 10 = 7; 11 = 7; 12 = 8; 13 = 9; 14 = 9; 15 = 10
4. Selecting the best freehand solution (This must be a separate presentation.)
An appropriate table created for the selection process 2
A minimum of FOUR relevant and descriptive criteria that will facilitate measurable comparisons 2
A simple rating scale created and used to score each solution against each criterion 2
Each score justified by describing the positive or negative aspects against each criterion 2
Comprehensive summary with reasons for selected solution (including possible late changes) 2
TOTAL 10
5. Working drawings and a pictorial drawing of your selected hub assembly and/or selected change(s)
Drawing sheet preparation
Appropriately sized drawing sheets 1
Borders on all drawing sheets of all the working drawings 2
Complete NSC EGD P2 Q1 compliant mechanical title block on the drawing sheet of 5.1 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
5.1 ASSEMBLY DRAWING of your selected hub assembly, before any changes
5.1.1 FRONT VIEW before any changes
ALL the parts included and drawn correctly according to the actual hub assembly 2
All hatching detail or, if not sectioned, ALL external features 2
ALL fasteners drawn correctly in ALL views 2
Labels and notes on ALL views 2
Projection symbol 1
Suitable scale selected and indicated correctly 1
TOTAL 10

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ASSESSMENT CRITERIA AND CHECKLIST FOR THE 2026 MECHANICAL PAT

5.1.2 Second PRIMARY VIEW before any changes
ALL the components included and drawn correctly according to the actual hub assembly 2
All hatching detail or, if not sectioned, external features 2
Dimensions on ALL views 2
ALL centre lines included on ALL views 2
ALL FOUR views prepared correctly in third-angle orthographic projection 2
TOTAL 10
5.1.3 TWO further SECONDARY VIEWS before any changes
Appropriate secondary views selected 2
ALL the components included and drawn correctly according to the actual hub assembly 2
All hatching detail or, if not sectioned, external features 2
TWO views sectioned or contain types of sections 2
Correct cutting planes for the TWO sectional views and/or types of sections 2
TOTAL 10
5.2 DETAILED DRAWING of the component(s), clearly showing the selected improvement/modification/redesign
Appropriate view selected as the FRONT VIEW and is drawn correctly 2
TWO other relevant VIEWS selected and drawn correctly 2
Improvement/strengthening/modification correlates with selected freehand solution 2
Title, as well as comprehensive explanatory labels and notes 2
Detailed dimensions 2
ONE view sectioned, or contain types of sections, and prepared correctly 2
Cutting plane(s) 1
ALL hatching detail 2
Relevant welding symbols and/or machining symbols and/or tolerances 2
Projection symbol 1
Suitable scale selected and indicated correctly 1
Drawing is in third-angle orthographic projection 1
Subtotal = 20 ÷ 2 = TOTAL 10
5.3 Detailed ISOMETRIC DRAWING
Suitable scale selected 1
Evidence of ALL auxiliary views and construction used for the drawing 2
Detail and correctness of the isometric drawing 7
NOTE: Use the 7-mark simplified rubric on page 45 of the CAPS. TOTAL 10
6. Continuous self-evaluation and the meeting of deadlines
Checklist completed as evidence of continuous self-evaluation (mark out of 10 ÷ 2) 5
The meeting of ALL the submission deadlines (mark out of 10 ÷ 2) 5
NOTE: Use the 10-mark simplified rubric on page 25 of this PAT document. TOTAL 10
7. Presentation of the complete PAT file/portfolio
Complete cover page with a copy of the isometric drawing 1
Complete index (table of content) 1
Completed Summative assessment sheet and declaration 1
Correct sequencing of ALL presentation requirements 1
Name and numbering on ALL the presentation requirements 1
General impression of file/portfolio, e.g., binding, appearance, etc. (mark out of 10 ÷ 2) 5
NOTE: Use the 10-mark simplified rubric on page 25 of this PAT document. TOTAL 10
Assessment of drawing methods, drawing skills and presentation
(a) Freehand drawings
Freehand drawing methods and skills (See ANNEXURE A on page 24)
NOTE: • No evidence of grid/graph paper used = max. 7 marks, even if drawn excellently 10
• Not drawn in freehand = 0 marks, & some evidence of instruments used = max. 5 marks
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 24)
(b) Instrument drawings
Use of drawing instruments, drawing methods and skills (See ANNEXURE A on page
10
24)
Neatness (2) + correct line types used (2) + line consistency (2) + printing (2) + dimensioning (2)
10
(Also see ANNEXURE A on page 24)
(c) CAD drawings
Competence displayed in using a CAD program (See ANNEXURE A on page 24) 10
Layout and correctness of the drawing presentation (See ANNEXURE A on page 24) 10

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8. ANNEXURE A: ASSESSMENT RUBRIC

ASSESSING DRAWING METHODS, DRAWING SKILLS AND PRESENTATION

LEVELS OF PERFORMANCE
MARK ALLOCATION 10 9 8 7 6 5 4 3 2 1 0
100% 99%–90% 89%–80% 79%–70% 69%–60% 59%–50% 49%–40% 39%–30% 29%–20% 19%–1% 0%
NOTE:
• No evidence of grid/graph paper used = max. 7 marks, even if excellent
The drawings display drawing methods and skills are displayed! The drawings display poor
The drawings display very
correct freehand drawing • Not drawn in freehand, i.e., completely drawn with instruments, = 0 marks drawing methods and skills
Freehand drawing

poor drawing methods

METHODS methods and skills. as • If instruments were used for, or to assist with some aspect = max. 5 marks, and there is little to no
and skills and no method
AND SKILLS well as the method used to even if excellent drawing methods and skills are displayed. evidence of the method used
was used to ensure correct
ensure good proportion The drawings display excellent drawing The drawings display satisfactory which resulted in poor
proportion.
and size methods and skills and the method drawing methods and skills and the proportion and size.
used to ensure outstanding proportion method used to ensure satisfactory
and size. proportion and size.
Neatness (2) + correct line types used (2) + line quality/consistency (2) + compliant printing/writing (2) + compliant dimensioning (2)
Final drawing presentation is neat, and Additional descriptors/guidelines:
the line types used, line The drawings are very neat and all line The drawings are untidy with
constancy/quality, printing and The drawings are neat and line work/line The line work/line quality,
work/line quality, printing and inconsistent line work/line
dimensioning is correct. quality, printing and dimensioning are printing and dimensioning
dimensioning are outstanding and quality, printing and
generally good and mostly consistent. are unacceptable.
consistent. dimensioning.
The drawings display poor The drawings display an
The drawings display the The drawings display the correct use of The drawings display the correct use of
Instrument drawing

use of drawing instruments incorrect use of drawing

METHODS correct use of drawing drawing instruments and an drawing instruments and a satisfactory
and a poor and incorrect instruments with incorrect
AND SKILLS instruments, drawing outstanding application of drawing and mostly correct application of
application of drawing applications of drawing
methods and skills. methods and skills. drawing methods and skills.
methods and skills. methods and skills.
Neatness (2) + correct line types used (2) + line quality/consistency (2) + compliant printing/writing (2) + compliant dimensioning (2)
Final drawing presentation is neat, and Additional descriptors/guidelines:
the line types used, line The drawings are very neat and all line The drawings are neat and the line The drawings are untidy, and
constancy/quality, printing and The line work/line quality,
work/line quality, printing and work/line quality, printing and the line work/line quality,
dimensioning is correct. printing and dimensioning
dimensioning are outstanding and dimensioning are generally good and printing and dimensioning
are unacceptable.
consistent. mostly consistent. are inconsistent.

METHODS The level of competence Displays a satisfactory level of skills, Displays a poor level of skills, Shows little to no skills,
Displays a high level of skills, knowledge
CAD drawing

AND displayed in using a knowledge and ability in using a CAD knowledge and ability in using knowledge or ability in using
and ability in using a CAD program
SKILLS CAD program program a CAD program a CAD program

The layout of the drawings is

The layout of the drawings is acceptable
Layout of the final drawing is correct and The layout of the drawings is correct and very poor and the line work, The layout, line work,
and the line work, printing and
the line work, printing and dimensioning the line work, printing and dimensioning printing and dimensioning are printing and dimensioning
dimensioning are mostly compliant and
are compliant and consistent are compliant and consistent. not compliant and are unacceptable.
consistent.
inconsistent.

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9. SIMPLIFIED RUBRIC FOR ALLOCATION AND VERIFICATION OF MARKS

NOTE:
• The final mark out of 10 of each assessment criterion, i.e. the overall level of
achievement according to the presentation requirement, must be verified according to
this rubric.
• This rubric must also be used to allocate marks for all aspects of the assessment criteria
which require a mark out of 10.

VERIFICATION AND MARK ALLOCATION

GENERAL
DESCRIPTION FOR MARK ±% MARK
INDICATOR

ALL/MORE than ALL the REQUIREMENTS are met.

Error-free 100% 10
- PERFECT -

ALL (ALMOST ALL) the REQUIREMENTS are met.

Very few errors 90% + 9
- OUTSTANDING -
ALMOST ALL (MOST OF) the REQUIREMENTS
are met. Few errors 80% + 8
- VERY GOOD -
The REQUIREMENTS are met SUBSTANTIALLY.
70% + 7
- GOOD -
Some errors
The REQUIREMENTS are met ADEQUATELY.
60% + 6
- SATISFACTORY -

The REQUIREMENTS are met MODERATELY.

50% + 5
- ACCEPTABLE -
Many errors
ONLY SOME of the REQUIREMENTS are met.
40% + 4
- UNACCEPTABLE -

VERY FEW of the REQUIREMENTS are met. 30% +

Mostly wrong Only a few correct 3
- NOT ACHIEVED - features

29% and 2
The REQUIREMENTS are NOT met. Completely LESS
- VERY POOR - wrong Something done
incorrectly/
poorly 1

No work Nothing to
NOT DONE! 0
handed in! mark!

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 Engineering Graphics and Design 26 DBE/PAT 2026
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10. PAT 2026: SUMMATIVE ASSESSMENT SHEET

PAT 2026
SUMMATIVE ASSESSMENT SHEET
NAME OF SCHOOL: ………………………………………………………………………………….… DISTRICT:
…………………………………….
NAME OF LEARNER: ……………………………………………….………….. (NAME AND SURNAME)
NAME OF TEACHER: …………………………………........................……… (NAME AND SURNAME)
NAME OF MODERATOR: …………………………………..............………… (NAME AND SURNAME) DATE: …….….
PART B: Working and pictorial
PART A: Design Process Drawing competency and skill
drawings
CRITERIA MARK CRITERIA MARK CRITERIA MARK
A design brief All drawing sheets are appropriately The drawings display
demonstrating a clear set up with a border and an correct freehand

METHOD
Freehand drawing:
understanding of the appropriate title block/panel. drawing methods
1 scenario and the and skills and the
to the selected solution/device, the stipulated requirements

specifications, method used to

ANNEXURE A
View 1
5.1.1
Assess each view's accuracy and correctness according

constraints and a PAT 1: Plan ensure proportion

management plan PAT 2: Front view and size.
Evidence of relevant The final drawing
and usable research presentation is neat and
Orthographic drawings

2 with the inclusion of a View 2

and EGD drawing principles

PAT 1: there is consistency of line

5.1.2

bibliography work/line quality, printing

Elevations (x2)
PAT 2: and dimensioning.
TWO detailed freehand
drawings of possible

1st 2nd main view

Solution The drawings display
View 3 Instrument drawing:

METHOD
solutions

the correct use of

PAT 1: drawing
3
5.1.3

Detailed section instruments,

ANNEXURE A

2nd PAT 2: drawing methods

Solution Secondary views and skills.
(x2)
The final drawing
PAT 1:
presentation is neat and
Site plan
5.2

Selecting the best there is consistency of line

PAT 2:
solution which work/line quality, printing
Detailed drawing
4 demonstrates a clear and dimensioning.
understanding of the
METHOD

The level of
Pictorial Drawing

design brief The correct competence is

CAD drawing:

drawing method displayed in using a

ANNEXURE A

and presentation CAD program.

of the pictorial The layout of the final
5.3

Clear evidence of self-

drawing. drawing is correct and the
evaluation and the
6 meeting of deadlines of
PAT 1: line work, printing and
Perspective dimensioning is
all the requirements
PAT 2: Isometric compliant and
consistent.

The presentation of the NO CAD drawings / 40

7 complete PAT With CAD
portfolio / 60
drawings
CALCULATION
SUBTOTAL / 70 SUBTOTAL / 60 x 0,63
without CAD
CALCULATION
CALCULATION x 0,36 CALCULATION x 0,84 x 0,42
with CAD
Teacher's TOTAL Teacher's TOTAL Teacher's TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
Moderated TOTAL Moderated TOTAL Moderated TOTAL
TOTAL: A / 25 TOTAL: B / 50 TOTAL: C / 25
TEACHER: MODERATOR:
TEACHER'S TOTAL: A+B+C= / 100 Initial Initial

MODERATED TOTAL: A+B+C= / 100

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Engineering Graphics and Design 27 DBE/PAT 2026
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11. DECLARATION OF AUTHENTICITY

DECLARATION OF AUTHENTICITY

To be submitted with each learner's practical assessment task portfolio

NAME OF THE SCHOOL: ……………………………………………………………………................

NAME OF LEARNER: ………………………………………………………........................................

(SURNAME AND INITIALS)

I hereby declare that all the contents of the practical assessment task (PAT) submitted by
myself for assessment is my own original work and has not been plagiarised, copied from
someone else or previously submitted for assessment.

_______________________ ___/___/2026
SIGNATURE OF LEARNER DATE (DD/MM/YYYY)

NAME OF TEACHER: ……………………………………………………………………….……………

(SURNAME AND INITIALS)

As far as I know, the above declaration by the candidate is true and I accept that the PAT
submitted is his/her own work.

_______________________ ___/___/2026
SIGNATURE OF TEACHER DATE (DD/MM/YYYY)

SCHOOL STAMP

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