TVET CURRICULUM DEVELOPMENT, ASSESSMENT AND

CERTIFICATION COUNCIL (TVET CDACC)

COMPETENCY BASED CURRICULUM

FOR
AUTOMOTIVE TECHNOLOGY
LEVEL 3

TVET CDACC
P.O BOX 15745-00100
NAIROBI

©TVET CDACC 2019

First published 2019
©2019, TVET CDACC

All rights reserved. No part of this Curriculum may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods without the prior written permission of the TVET
CDACC, except in the case of brief quotations embodied in critical reviews and
certain other non-commercial uses permitted by copyright law. For permission
requests, write to the Council Secretary/CEO, at the address below:

Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]

©TVET CDACC 2019

 FOREWORD

The provision of quality education and training is fundamental to the Government’s

overall strategy for social economic development. Quality education and training will
contribute to achievement of Kenya’s development blueprint, Vision 2030 and
sustainable development goals.

Reforms in the education sector are necessary for the achievement of Kenya Vision
2030 and meeting the provisions of the Constitution of Kenya 2010. The education
sector had to be aligned to the Constitution of Kenya 2010 and this resulted to the
formulation of the Policy Framework for Reforming Education and Training
(Sessional Paper No. 4 of 2016). A key feature of this policy is the radical change in
the design and delivery of the TVET training. This policy document requires that
training in TVET be competency based, curriculum development be industry led,
certification be based on demonstration of competence and mode of delivery allows
for multiple entry and exit in TVET programmes.

These reforms demand that Industry takes a leading role in Curriculum Development
to ensure the Curriculum addresses its competence needs. It is against this background
that Occupational Standards were developed for the purpose of developing a
Competency-Based Curriculum for Automotive Technology Level 3. These
Occupational Standards will also be the bases for assessment of an individual for
competence certification.

It is my conviction that this Curriculum will play a great role towards development of
competent human resource for the Engineering sector’s growth and development.

PRINCIPAL SECRETARY
VOCATIONAL AND TECHNICAL TRAINING
MINISTRY OF EDUCATION

©TVET CDACC 2019 I

 PREFACE

Kenya Vision 2030 aims to transform the country into a newly industrializing,
“middle-income country providing a high-quality life to all its citizens by the year
2030”. Kenya intends to create a globally competitive and adaptive human resource
base to meet the requirements of a rapidly industrializing economy through life-long
education and training. TVET has a responsibility of facilitating the process of
inculcating knowledge, skills and attitudes necessary for catapulting the nation to a
globally competitive country, hence the paradigm shift to embrace Competency Based
Education and Training (CBET).

The Technical and Vocational Education and Training Act No. 29 of 2013
emphasized the need to reform curriculum development, assessment and certification.
This called for a shift to CBET in order to address the mismatch between skills
acquired through training and skills needed by industry as well as increase the global
competitiveness of Kenyan labour force.

The TVET Curriculum Development, Assessment and Certification Council (TVET

CDACC), in conjunction with Automotive Sector Skills Advisory Committee (SSAC
have developed these Occupational Standards for Automotive Mechanic. These
standards will be the bases for development of competency-based curriculum for
automotive mechanic Level 3.

This curriculum has been developed following the CBET framework policy; the
CBETA Standards and guidelines provided by the TVET Authority and the Kenya
National Qualification framework designed by the Kenya National Qualification
Authority.

This Curriculum is designed and organized with an outline of learning outcomes;

suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The Curriculum is competency-based and allows multiple
entry and exit to the course.

I am grateful to the Council Members, Council Secretariat, Automotive SSAC, expert

workers and all those who participated in the development of this Curriculum.

CHAIRPERSON
TVET CDACC

©TVET CDACC 2019 II

ACKNOWLEDGMENT

This Curriculum has been designed for competency-based training and has
independent units of learning that allow the trainee flexibility in entry and exit. In
developing the curriculum, significant involvement and support was received from
various organizations.

I appreciate the funding of the Government of Canada and its implementing partner
Colleges and Institutes Canada (CICan) which enabled the development of this
curriculum through the Kenya Education for Employment Program (KEFEP).

I also appreciate the North Eastern National Polytechnic and its Canadian technical
partners from College of the North Atlantic who collaborated to identify industry
skills gaps and develop this curriculum.

I recognize with appreciation the role of industry partners including the National
Polytechnic’s Industry Advisory Committee and the national Automotive Sector
Skills Advisory Committee (SSAC) in ensuring that competencies required by the
industry are addressed in the curriculum. I also thank all stakeholders in the sector for
their valuable input and all those who participated in the process of developing this
curriculum.

I am convinced that this Curriculum will go a long way in ensuring that workers in
this sector acquire competencies that will enable them to perform their work more
efficiently.

COUNCIL SECRETARY/CEO
TVET CDACC

©TVET CDACC 2019 III

 ABBREVIATIONS AND ACRONYMS

ABS Automotive Braking System

BC Basic Competency
CC Common Competency
CR Core Competency
CDACC Curriculum Development Assessment and Certification Council
PPE Personal Protective Equipment
SOP Standard Operational Plan
OEM Original Equipment Manufacturer
OS Occupational Standards
OSH Occupation Safety and Health
TVET Technical and Vocational Education and Training
BUS Business
CU Curriculum
OS Occupational Standards
LIS Library and information science
BC Basic Competencies
A Control version
TVETA Technical and Vocational Education and Training Authority
KNQA Kenya National Qualification Authority
CBET Competency Based Education and Training
CBETA Competency Based Education, Training and Assessment
SSAC Sector Skills Advisory Committee

©TVET CDACC 2019 IV

 KEY TO UNIT CODE

ENG/ CU/ AUT / BC / 1/ 3 / A

Industry or sector

Curriculum

Occupational area

Type of competency

Competency number

Competency level

Version Control

©TVET CDACC 2019 V

 Table of Contents
FOREWORD..................................................................................................................I
PREFACE.....................................................................................................................II
ACKNOWLEDGMENT..............................................................................................III
ABBREVIATIONS AND ACRONYMS.....................................................................IV
KEY TO UNIT CODE..................................................................................................V
COURSE OVERVIEW.................................................................................................1
BASIC UNITS OF LEARNING...................................................................................4
COMMUNICATION SKILLS................................................................................5
DIGITAL LITERACY SKILLS.............................................................................9
ENTREPRENEURIAL SKILLS..........................................................................11
EMPLOYABILITY SKILLS................................................................................14
ENVIRONMENTAL LITERACY........................................................................17
OCCUPATIONAL SAFETY AND HEALTH PRACTICES.............................19
COMMON UNITS OF LEARNING..........................................................................21
PERFORMING WORKSHOP HOUSEKEEPING............................................22
PARTICIPATING IN AN AUTOMOTIVE INDUSTRY ATTACHMENT....26
CORE UNITS OF LEARNING..................................................................................28
MAINTAINING WORKSHOP TOOLS, EQUIPMENT AND MEASURING
DEVICES................................................................................................................29
PERFORMING VEHICLE PREVENTIVE MAINTENANCE........................33
INSPECTING AUTOMOTIVE STEERING AND SUSPENSION SYSTEMS
..................................................................................................................................38
INSPECTING AUTOMOTIVE BRAKE SYSTEMS..............................................42

©2019, TVET CDACC 1

 COURSE OVERVIEW
Description of the course
This course is designed to equip an individual with competencies required to practice
as an Automotive Mechanic Level 3. The competencies include; performing shop
housekeeping, maintaining shop tools, equipement and measuring devices, perform
ing vehicle preventive maintenance, inspecting steering and suspension, and braking
systems in an automotvie service environment.

Units of Learning
This course consists of basic, common and core units of learning as indicated below:

Basic Units of Learning

Unit Code Unit Title Duration Credi

in Hours t
Facto
r
ENG/CU/AUT/BC/ Communication Skills 15 1.5
1/3/A
ENG/CU/AUT/BC/ Numeracy Skills 15 1.5
2/3/A
ENG/CU/AUT/BC/ Digital Literacy Skills 20 2
3/3/A
ENG/CU/AUT/BC/ Entrepreneurial Skills 40 4
4/3/A
ENG/CU/AUT/BC/ Employability Skills 20 2
5/3/A
ENG/CU/AUT/BC/ Environmental Literacy 15 1.5
6/3/A
ENG/CU/AUT/BC/ Occupational Safety and Health 15 1.5
7/3/A Practices
TOTAL 140 14

Common Units of Learning

Unit Code Unit Title Duration Credit

in Hours Factor
ENG/CU/AUT/CC/1/3/A Performing Workshop 60 2
Housekeeping
ENG/CU/AUT/CC/2/3/A Participating in Automotive 300 300
Industry Attachment
TOTAL 360 36
Core Units of Learning

Unit Code Unit Title Duration Credi

in Hours t
Facto
r
ENG/CU/AUT/CR/1/3/A Maintaining Workshop Tools, 20 2
Equipment and Measuring
Devices
ENG/CU/AUT/CR/2/3/A Performing Vehicle Preventive 90 9
Maintenance
ENG/CU/AUT/CR/3/3/A Inspecting Automotive Steering 20 3
and Suspension Systems
ENG/CU/AUT/CR/4/3/A Inspecting Automotive Brake 20 2
Systems
TOTAL 150 15
Grand Total 595 59

Entry Requirements
An individual entering this course should have any of the following minimum
requirements:

a) Kenya Certificate of Primary Education (KCPE) or KCSE mean grade E

Or
b) Equivalent qualifications as determined by Kenya National Qualifications
Authority (KNQA)

Trainer qualification
A trainer for this course should have a higher qualification than the level of this
course.

Assessment
The course will be assessed at two levels: internally and externally. Internal
assessment is continuous and is conducted by the trainer who is monitored by an
accredited internal verifier while external assessment is the responsibility of TVET
CDACC.

Certification
A candidate will be issued with a Certificate of Competency for each unit of
competency. To attain the qualification for National Certificate Level 3 in Automotive
Technology, the candidate must demonstrate competence in all the units of
competency as given in qualification pack. These certificates will be issued by TVET
CDACC in conjunction with training provider.

BASIC UNITS OF LEARNING

 COMMUNICATION SKILLS

UNIT CODE: ENG/CU/AUT/BC/1/3/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Communication Skills

Duration of Unit: 15 hours

Unit Description
This unit specifies the competencies required to demonstrate communication skills. It
involves, obtaining and conveying workplace information, speaking English at a basic
operational level, participating in workplace meetings and discussions, and
completing relevant work-related documents.

Summary of Learning Outcomes

1. Obtain and convey workplace information
2. Speak English at a basic operational level
3. Participate in workplace meetings and discussions
4. Complete relevant work-related documents

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested

Assessment
Methods
1. Obtain and convey  Communication process  Written tests
workplace  Modes of communication  Oral questioning
information  Medium of communication
 Effective communication
 Barriers to communication
  Flow of communication
 Sources of information
 Types of questions
 Organizational policies
 Workplace etiquette
 Ethical work practices in
handling communication
2. Speak English at a  English grammar  Written tests
basic operational  Nouns, verbs, adjectives,  Oral
level adverbs, pronouns  Role play
prepositions
 English speaking
 Pronunciation
 Simple conversations
 Taking verbal instructions
 Reading and writing in
English
 Forms of expression in
English
3. Participate in  Nature of workplace meetings  Oral questioning
workplace  Meeting protocols  Written tests
meetings and  Workplace interactions
discussions
4. Complete relevant  Types and purposes of  Written tests
work-related workplace documents and  Oral questioning
documents forms
 Methods used in filling forms
and documents
 Recording workplace data
 Process of distributing
workplace forms and
documents
 Report writing
 Types of workplace reports

Suggested Methods of Instruction

 Discussion
 Role play
 Brainstorming
 Viewing of related videos
 Role play
Recommended Resources
 Desktop computers/laptops
 Projectors
 Report writing templates
 Pens
 Notebooks
 NUMERACY SKILLS
UNIT CODE: ENG/CU/AUT/BC/2/3/A

Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Numeracy Skills

Duration of Unit: 15 hours

Unit Description
This unit covers the competencies required to identify and undertake simple numerical
processes. The person who is competent in this unit shall be able to use / work with
whole numbers and money up to one hundred thousand; Locate, compare and use
highly familiar measurement; Use highly familiar maps and diagrams; Identify and
use some common 2D shapes; and locate specific Information in highly familiar
tables, graphs and charts for work.

Summary of Learning Outcomes

1. Use whole numbers for work
2. Locate, compare and use highly familiar measurement for work
3. Use highly familiar maps and diagrams for work
4. Identify and use some common 2D shapes for work
5. Locate specific Information in highly familiar tables, graphs and charts for
work

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Use whole  Whole numbers  Written tests
numbers for  Use of Zeros  Assignments
work  Use of halves  Supervised
 Sizes exercises
 Grouping of numbers
 Addition and subtraction of whole
numbers
 Numerical information,
 Symbols
2. Locate, compare  Measurements  Written tests
and use highly  Units of measurements and their use  Assignments
familiar  Digital time am and pm  Supervised
measurement  Calendars exercises
for work
3. Use highly  Use of Maps and  Oral
 familiar maps  Diagrams simple  Assignments
and diagrams  symbols and pictorial  Supervised
for work  Giving simple oral directions to locate exercises
objects
4. Identify and use  Two dimensional shapes  Written tests
some common  Describe common objects in terms of size  Assignments
2D shapes for and shape  Supervised
work  Compare objects exercises
 Group common objects based on shape,
size, color and features
5. Locate specific  Simple tables  Oral
Information in  Features of simple graphs and charts  Assignments
highly familiar  Numerical information in tables, graphs  Supervised
tables, graphs & charts exercises
and charts for
work

Suggested Methods of Instruction

 Instructor led facilitation of theory.
 Practical demonstration of tasks by trainer
 Role play
 Discussion
 Demonstration by trainees and comments and corrections by trainers

Recommended Resources
 Common 2D shapes objects
 Calculator
 Basic measuring instruments
 Mathematical tables
 DIGITAL LITERACY SKILLS

UNIT CODE: ENG/CU/AUT/BC/3/3/A

Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate Digital Literacy

Duration of Unit: 20 hours

Unit Description
This unit covers the competencies required to demonstrate digital literacy in a
working environment. It entails identifying computer software and hardware, applying
security measures to data, hardware, software, applying computer software in solving
tasks and applying internet and email in communication at workplace.

Summary of Learning Outcomes

1. Identify computer hardware and software
2. Apply security measures to data, hardware and software
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment

Methods
1. Identify computer  Definition of a computer  Written tests
hardware and software  Functions of a computer  Practice
 Components of a computer assignments
 Classification of computers
 Computer software
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control  Oral presentation
hardware and software measures
 Types of computer crimes
 Detection and protection against
computer crimes
3. Apply computer  Operating systems  Oral questioning
software in solving  Word processing  Practical
tasks  Spread sheets
 Data base
4. Apply internet and  Computer networks  Oral questioning
email in  Uses of internet  Oral presentation
communication at  Electronic mail (e-mail) concept  Written test
 workplace

Suggested Methods of Instructions

 Instructor led facilitation of theory
 Demonstration by trainer
 Assignments
 Viewing of related videos
 Group discussions

Recommended Resources
 Desk top computers
 Laptop computers
 Other digital devices
 Printers
 Storage devices
 Internet access
 Computer software
 ENTREPRENEURIAL SKILLS
UNIT CODE: ENG/CU/AUT/BC/4/3/A
Relationship to occupational standards
This unit addresses the Unit of Competency: Demonstrate Entrepreneurial Skills

Duration of unit: 40 hours

Unit description
This unit describes the competencies required to demonstrate entrepreneurial
competencies. It involves, developing entrepreneurial culture, identifying
entrepreneurial opportunities, starting, operating and growing a small business.

Summary of Learning Outcomes

1. Develop entrepreneurial culture
2. Identify entrepreneurial opportunities
3. Start a small business
4. Operate a small business
5. Grow a small business

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested Assessment
Methods
1. Develop  Definition of entrepreneur  Individual/group
entrepreneurial culture  Importance of assignments
entrepreneurship  Written tests
 Common terminologies in  Oral
entrepreneurship
 Entrepreneurship and
employment creation
 Formal and informal
employment
 Habits that promote
entrepreneurial development
 Cultural factors that inhibit
entrepreneurship
2. Identify entrepreneurial  Types, characteristics,  Individual/group
opportunities qualities & role of assignments
entrepreneurs  Written tests
 SWOT analysis  Oral questioning
 Generating Business ideas  Oral presentation
 Business opportunities
  Evaluation of business
opportunities
3. Start a small business  Factors to consider when  Oral questioning
starting a small business  Individual/group
 Legal requirement for starting assignments
a small business  Written tests
 Procedure of starting a small
business
 The dos and don’ts of starting
a small business
 Challenges faced when
starting a small business and
mitigating factors
 Launch of a small business
4. Operate a small  Organizational structure of a  Individual/group
business small business assignments
 Managing small business  Written tests
finances
 Book keeping
 Business support services
 Marketing for small
businesses
 Basic IT application in small
business

5. Grow a small business  Methods of  Individual/group

growing/expanding a small assignments
business  Written tests
 Resources for growing small
business
 Small business growth plan
 ICT and business growth

Suggested Methods of Instruction

 Instructor led facilitation of theory
 Demonstration by trainer
 assignments
 Role play
 Case study

Recommended Resources
 Case studies for small businesses
 Business plan template
 Laptop/ desktop computer
 Internet
 Telephone
 Writing materials
 EMPLOYABILITY SKILLS
UNIT CODE: ENG/CU/AUT/BC/1/5/A
Relationship to Occupational Standards
This unit addresses the Unit of Competency: Demonstrate employability skills

Duration of Unit: 20 hours

Unit Description
This unit covers competencies required to demonstrate employability skills. It
involves conducting self-management, demonstrating critical safe work habits,
demonstrating workplace learning and workplace ethics.

Summary of Learning Outcomes

1. Conduct self-management
2. Demonstrate critical safe work habits
3. Demonstrate workplace learning
4. Demonstrate workplace ethics

Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment
Methods
1. Conduct self-  Self-awareness  Written tests
management  Formulating personal vision,  Oral questioning
mission and goals  Portfolio of
 Strategies for overcoming life evidence
challenges  Third party report
 Emotional intelligence
 Assertiveness
 Developing and maintaining
high self-esteem
 Developing and maintaining
positive self-image
 Accountability and
responsibility
 Good work habits
 Self-awareness
 Financial literacy
 Healthy lifestyle practices
2. Demonstrate  Stress and stress management  Written tests
critical safe work  Punctuality and time  Oral questioning
 habits consciousness  Portfolio of
 Interpersonal communication evidence
 Sharing information  Third party report
 Resources utilization
 HIV and AIDS
 Drug and substance abuse
 Handling emerging issues
3. Demonstrate  Personal training needs  Written tests
workplace identification and assessment  Oral
learning  Cultural aspects of work questioning
 Application of learning  Portfolio of
 Safe use of technology evidence
 Identifying opportunities  Third party
 Workplace innovation report
 Handling emerging issues
 Future trends and concerns in
learning
4. Demonstrate  Meaning of ethics  Written tests
workplace ethics  Ethical perspectives  Oral questioning
 Values and beliefs  Portfolio of
 Organization code of ethics evidence
 Common ethical dilemmas  Third party report
 Organization culture
 Corruption, bribery and
conflict of interest
 Privacy and data protection
 Harassment and mutual
respect
 Financial
responsibility/accountability
 Etiquette
 Emerging issues in ethics

Suggested Methods of Instructions

 Simulation/Role play
 Group Discussion
 Presentations
 Q&A
 Case studies
 Assignments
Recommended Resources
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors
 ENVIRONMENTAL LITERACY

UNIT CODE: ENG/CU/AUT/BC/6/3/A

Relationship to Occupational Standards:
This unit addresses the Unit of Competency: Demonstrate Environmental Literacy

Duration of Unit: 15 hours

Unit Description
This unit specifies the competencies required to demonstrate environmental literacy. It
involves controlling environmental hazard ,controlling environmental pollution and
demonstrating sustainable resource use.

Summary of Learning Outcomes

1. Control environmental hazard
2. Control environmental Pollution
3. Demonstrate sustainable resource use

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Control  Environmental Management  Written tests
environmental and Coordination Act 1999  Oral questions
hazard  Solid Waste Act  Observation of
 Storage of environmentally work procedures
hazardous materials
 Disposal of hazardous wastes
 Types and uses of PPEs in
line with environmental
regulations
 Occupational Safety and
Health Act 2007
2. Control  Types of pollution  Written tests
environmental  Environmental pollution  Oral questions
pollution control and management  Observation of
 Procedures for waste work procedures
management

3. Demonstrate  Types of resources  Written tests

sustainable use of  Sustainable resource use and  Oral questions
resource management  Observation of
 Principles of 3Rs (Reduce, work procedures
 Reuse, Recycle)

Suggested Methods of Instructions

 Instructor led facilitation theory
 Discussion
 Demonstration by trainer
 Assignments
 Field trip

Recommended Resources
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Solid Waste Act
 Environmental Management and Coordination Act 1999
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)
 OCCUPATIONAL SAFETY AND HEALTH PRACTICES

UNIT CODE: ENG/CU/AUT/BC/7/3/A

Relationship to Occupational Standards
This unit addresses the unit of competency: Demonstrate safety and health practices

Duration of Unit: 15 hours

Unit Description
This unit specifies the competencies required to practice and promote safety and
health at work. It entails preparing to practice safety and health at work and
complying and promoting compliance of workers to organization’s occupational
safety and health instructions and requirements.

Summary of Learning Outcomes

1. Prepare to apply workplace safety and health practices
2. Compliance with occupational safety and health Act

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content
Assessment Methods
1. Prepare to apply  Awareness of legislation that  Oral tests
workplace safety and outlines the minimum  Written questions
health practices standards for occupational  Observation of
safety and health work procedures
requirements/ regulations
 Benefits of implementing an
occupational safety and
health program
 Safety requirements/
regulations of own work and
of other workers
 Workplace standards and
procedures for incidents and
emergencies
 Prevention and Control
Measures for accidents,
injuries and sickness
2. Compliance with  Safety instructions and  Written tests
occupational safety and safety signs  Oral questions
health Act  Safe handling of tools,  Observation of
equipment and materials work procedures
  Use of safe guards and
safety devices
 Reporting of hazards,
incidents, injuries and
sickness in the workplace

Suggested Methods of Instructions

 Assigments
 Discussion
 Q&A
 Role play
 Viewing of related videos

Recommended Resources
 Occupational safety and health standards
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Client/supplier instructions
 Organizational or external personnel
 Machine/equipment manufacturer’s specifications and instructions
 Quality standards
COMMON UNITS OF LEARNING
 PERFORMING WORKSHOP HOUSEKEEPING

UNIT CODE: ENG/CU/AUT/CC/1/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the Unit of Competency: Perform Workshop Housekeeping
DURATION OF UNIT: 60 hours
UNIT DESCRIPTION
This unit describes the competencies required to perform workshop housekeeping. It
involves preparing to perform shop housekeeping, preparing and organizing work
areas, handling materials mechanical, physical, automotive hazardous materials,
applying safety measures, preparing periodic tools and equipment reports, safety
violations and injuries reports in an automotive service environment.

SUMMARY OF LEARNING OUTCOMES

1. Prepare to perform shop housekeeping
2. Prepare and organize work area
3. Handle materials mechanical
4. Handle materials physical
5. Handle automotive hazardous materials
6. Apply safety measures
7. Prepare periodical tools and equipment reports
8. Prepare safety violations and injuries reports

Learning Outcomes, Content and Suggested Assessment Methods

Learning
Content Suggested Assessment Methods
Outcome

1. Prepare to  Types of PPE  Oral Questioning

perform shop
housekeeping  Eye protection  Written Tests
 Body protection
 Foot protection  Project
 Hearing protection  Observation
 Respiratory
 Fit and optimize protection

 Maintenance procedures

 Cleaning
  Storing
2. Prepare and  Site policies  Oral Questioning
organize work
area  Site procedures  Written Tests

 Identify material and  Project

goods handling tools
 Observation
 Identify material and
goods handling equipment

3. Handle material  Types of automotive  Oral Questioning

mechanical materials
 Written Tests
 Stacking, banding and
stockpiling procedures  Project

 Movement procedures  Observation

 Pallet trolley
 Forklift
 Hoist
4. Handle material  Types of automotive  Oral Questioning
physical materials
 Written Tests
 Stacking, banding and
stockpiling procedures  Project

 Material characteristics  Observation

 Handling techniques

 Hazardous materials

 Signs and barricade

requirements

5. Handle  Hazardous material storage  Oral Questioning

automotive procedures
hazardous  Written Tests
materials  Spoilage procedures
 Project
 Disposal procedures
 Observation

6. Apply safety  Hazardous assessments  Oral Questioning

measures
 Self-safety assessments  Written Tests
  Types of fire extinguishers  Project

 Fire drill procedures  Observation

7. Prepare periodic  Identify appropriate template  Oral Questioning

damaged tools
 Tools/equipment inventory  Written Tests
and equipment
reports  Damaged Tool/equipment  Project
inventory
 Observation
 Damage report procedures

8. Prepare safety  Identify appropriate template  Oral Questioning

violations and
 Identify safety violations  Written Tests
injuries reports
 Communication procedures  Project

 Observation

Suggested Methods of Instruction

 Practical demonstration trainer
 Practice by the trainees
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector
 Guided learner activities to develop underpinning knowledge
 Industrial visits

Recommended Resources
Tools
 Comprehensive set of tools for performing shop housekeeping.
Equipment
 Forklift
 Hydraulic jack
 Hoist
 Chain block
 Trolley
 Pallets
 Industrial Brooms
Materials and supplies
 Tarp or covering
 Gasoline
  Propane
 Diesel fuel
 Cleaners
 Oils
 Gases
 Safety violation and damaged tool forms
 Grease
 Cotton Rags
Personal Protective Equipment
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Safety glasses
 Hard hat
 PARTICIPATING IN AN AUTOMOTIVE INDUSTRY ATTACHMENT

UNIT CODE: ENG/CU/AUT/CC/2/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the unit of competency: Participate in an Automotive Industry
Attachment
DURATION OF UNIT: 300 hours
UNIT DESCRIPTION
This unit describes the competencies required to participate in an automotive industry
attachment. It involves preparing for the automotive industry attachment, applying
automotive mechanic level 3 competencies though the attachment and preparing a
report.

SUMMARY OF LEARNING OUTCOMES

1. Prepare for Industry Attachment
2. Apply automotive mechanic level 3 competencies through industry attachment
3. Prepare an industry attachment report

Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Learning Outcome Content Assessment
Methods

1. Prepare for industry  Research techniques  Oral questioning

attachment  Written tests
 Letters  Observation
 Letter of
Introduction
 Interview skills

2. Apply automotive mechanic  Industry policies and  Oral questioning

level 3 competencies through procedures  Written tests
industry attachment  Project
 Safety requirements  Observation
 Logbook procedures

3. Prepare an industry  Report writing format  Oral questioning

attachment report  Written tests
 Industry attachment
report
Suggested Methods of Instruction
 Practical demonstration trainer
 Practice by the trainees
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector
 Industry guided learner activities to develop underpinning knowledge

Recommended Resources
Personal protective equipment (PPE
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Respirator
 Safety glasses
 Hard hat
CORE UNITS OF LEARNING
 MAINTAINING WORKSHOP TOOLS, EQUIPMENT AND MEASURING
DEVICES

UNIT CODE: ENG/CU/AUT/CR/1/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the unit of competency: Maintain Shop Tools, Equipment and
Measuring Devices

DURATION OF UNIT: 20 hours

UNIT DESCRIPTION
This unit describes the competencies required to maintain shop tools, equipment and
measuring devices. This involves maintaining automotive hand tools, power tools,
shop equipment and applying and maintaining measuring devices in an automotive
service environment.

SUMMARY OF LEARNING OUTCOMES

1. Maintain automotive hand tools
2. Maintain automotive power tools
3. Maintain automotive shop equipment
4. Apply automotive measuring devices
5. Maintain automotive measuring devices

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods

1. Maintain automotive  Identify hand tools  Oral Questioning

hand tools  Use of hand tools  Written Tests
 Identify hand tool safety  Project
requirements  Observation
 Identify unsafe and faulty
hand tools
 Identify hand tool cleaning
and storage procedures
2. Maintain automotive  Identify power tools  Oral Questioning
power tools  Use of power tools  Written Tests
 Identify power tool safety  Project
requirements  Observation
  Identify unsafe and faulty
power tools
 Identify operational
maintenance
 Identify power tool cleaning
and storage procedures
3. Maintain automotive  Identify shop equipment  Oral Questioning
shop equipment  Identify shop equipment  Written Tests
operation  Project
 Identify shop equipment  Observation
safety requirements
 Identify unsafe and faulty
shop equipment
 Identify operational
maintenance procedures
 Identify shop equipment
cleaning and storage
procedures
4. Apply automotive  Identify types of measuring  Oral Questioning
measuring devices devices  Written Tests
 Identify measuring device  Project
techniques  Observation
 Use measuring devices
5. Maintain automotive  Identify operational  Oral Questioning
measuring devices maintenance procedures  Written Tests
 Identify cleaning and  Project
storage procedures  Observation
 Identify procedures for
maintenance and
adjustments

Suggested Methods of Instruction

 Practical demonstration trainer
 Practice by the trainees
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector
 Guided learner activities to develop underpinning knowledge
 Industrial visits

Recommended Resources
Tools
 Comprehensive set of tools for maintaining shop tools, equipment and
measuring devices
Equipment
 Pedestal drills
 Pedestal grinders
 Car lift
 Brake lathe
 Varsol bath
 Tire changer
 Tire balancer
 Floor jacks
 Hydraulic press
 Service information centre
 Tool boxes
 Benches
 Tool crib
Materials and supplies
 Hacksaws blades
 Cotton towels
 Hand cleaner
 Jig saw blades
 Drill bits
 Varsol
 Cutting oil
 Wheel weights
 Brake lathe tips
 File brush
 Sand paper
 Grinding disc
 Floor Cleaners
 Oils (various viscosity)
 Engine coolant
 Soft brush
Personal Protective Equipment
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Safety glasses
 Hard hat
 PERFORMING VEHICLE PREVENTIVE MAINTENANCE

UNIT CODE: ENG/CU/AUT/CR/2/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the Unit of Competency: Perform Vehicle Preventive
Maintenance
DURATION OF UNIT: 90 hours
UNIT DESCRIPTION
This unit describes the competencies required to perform vehicle preventive
maintenance. It involves conducting vehicle familiarization, external inspections,
under vehicle inspections, under hood inspections, following OEM instructions,
changing engine oil, replacing oil filters, servicing and repairing oil filters,
maintaining spark plugs, replacing drive belts, performing lubrication, inspecting and
maintaining fluid levels, and inspecting tires and rim in an automotive service
environment.

SUMMARY OF LEARNING OUTCOMES

1. Conduct vehicle familiarization
2. Conduct vehicle external inspection
3. Conduct under vehicle inspection
4. Conduct under hood inspection
5. Follow OEM instructions
6. Change engine oil
7. Replace oil filter
8. Service/repair air filter
9. Maintain spark plug
10. Replace drive belts
11. Perform lubrication
12. Inspect and maintain fluid levels
13. Inspect tires and rims
Learning Outcomes, Content and Suggested Assessment Methods
Suggested
Learning Outcome Content Assessment
Methods

1. Conduct vehicle  Identify appropriate checklist  Oral Questioning

familiarization  Identify visual inspection  Written Tests
procedures  Project
 Identify normal operation  Observation
 Identify physical body design
 Identify features
 Identify location of service
points
2. Conduct vehicle  Identify appropriate checklist  Oral Questioning
external  Identify exterior vehicle  Written Tests
inspection damages  Project
 Identify irregular tires/wheels  Observation
 Windshield/wiper operation
 Glass inspection procedures
 Bumpers and grills condition
3. Conduct under  Identify appropriate checklist  Oral Questioning
vehicle  Identify under vehicle integrity  Written Tests
inspection  Suspension  Project
 Frame  Observation
 Fuel tanks
 Linkages
 Mounting
 Shields
 Silencer
4. Conduct under  Identify appropriate checklist  Oral Questioning
hood inspection  Service manual procedures  Written Tests
 Owner manual procedures  Project
 Under hood components  Observation
 Fluid levels
 Belts
 Leak points
 Misrouted wiring
 Modifications
5. Follow OEM  Maintenance schedules  Oral
instructions  Identify stripe and decal Questioning
 Written Tests
 Project
 Observation
6. Change engine oil  Types of oil  Oral
 Drainage system Questioning
 Drainage procedure  Written Tests
 Oil level  Project
 Quantity  Observation
 Environmental sustainable
disposal procedures as per
OS&H
7. Replace oil filter  Identify location  Oral
 Removal procedures Questioning
 Types of filters  Written Tests
 Replacement procedures  Project
 Environmental sustainable  Observation
disposal procedures as per
OS&H
8. Service/replace  Identify location  Oral
air filter  Removal procedures Questioning
 Inspection procedures  Written Tests
 Installation procedures  Project
 Cleaning procedures  Observation
9. Maintain spark  Identification  Oral
plug  Application Questioning
 Removal procedures  Written Tests
 Installation procedures  Project
 Inspection procedures  Observation
10. Replace drive  Inspection procedures  Oral
belts  Removal procedures Questioning
 Cleaning procedures  Written Tests
 Adjustment procedures  Project
 Replacement procedures  Observation
11. Perform  Identify types  Oral
lubrication  Lubrication process Questioning
 Types of body lubrication  Written Tests
locations  Project
 Types of chassis lubrication  Observation
locations
 Cleaning procedures
12. Inspect and  Identify appropriate checklist  Oral
maintain fluid  Identify capacities Questioning
levels  Fluid level procedures  Written Tests
 Fluid replacement procedures  Project
 Environmental sustainable  Observation
 disposal procedures as per
OS&H
13. Inspect tires and  Identify appropriate checklist  Oral
rims  Identify normal operation Questioning
 Inspection procedures  Written Tests
 Removal techniques  Project
 Installation procedures  Observation
 Environmentally sustainable
disposal procedures as per
OS&H

Suggested Methods of Instruction

 Practical demonstration trainer
 Practice by the trainees
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector.
 Guided learner activities to develop underpinning knowledge
 Industrial visits

Recommended Resources\
Tools
 Comprehensive set of tools for performing vehicle preventive maintenance.
Equipment
 Air compressor
 Funnel
 Hydraulic jack
 Hoist
 Vehicle stands
 Battery tester
 Grease gun
 Oil disposal container
 Oil tray
 Oil drum
Materials and supplies
 Grease
 Oils
 Body lubrication sprays
 Transmission fluid
 Brake fluid
 Drive belt
 Washer fluid
  Power steering fluid
 Axles fluid
 Transfer case oil
 Engine oil
 Fuel
 Oil filter
 Air filter
 Spark plugs
 Antifreeze
Personal Protective Equipment
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Safety glasses
 Hard hat
 INSPECTING AUTOMOTIVE STEERING AND SUSPENSION SYSTEMS

UNIT CODE: ENG/CU/AUT/CR/3/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the unit of competency: Inspect Steering and Suspension
Systems
DURATION OF UNIT: 20 hours
UNIT DESCRIPTION
This unit describes the competencies required to inspect steering and suspension
systems. It involves conducting steering and suspension familiarization, inspecting
suspension bushes, steering systems, coil springs, struts, control arms and linkages,
shock absorbers, leaf springs and tires and rims in an automotive service environment.

SUMMARY OF LEARNING OUTCOMES

1. Conduct steering and suspension familiarization
2. Inspect suspension bushes
3. Inspect steering system
4. Inspect coil springs, struts, control arms and linkages
5. Inspect shock absorbers
6. Inspect leaf springs
7. Inspect tires and rims

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods

1. Conduct steering  Identify appropriate  Oral Questioning

and suspension checklist  Written Tests
familiarization  Visual inspection  Project
procedures  Observation
 Identify normal operation
 Noise analysis
 Measurements
 Identify types of systems
 Identify components
 Springs
 Shocks
  Struts
 Links
 Control Arms
 Ball Joints
 Bushes
 Steering Gears
 Column
 Pump
2. Inspect suspension  Identity appropriate  Oral Questioning
bushes checklist  Written Tests
 Identify special tools  Project
 Diagnosis procedures  Observation
 Use of Manufacture
Procedures
 Identify precautions
 Measurements and
Specifications
3. Inspect steering  Identify appropriate  Oral Questioning
system checklist  Written Tests
 Identify special tools  Project
 Use of Manufacture  Observation
Procedures
 Identify precautions
 Measurements and
specifications
4. Inspect coil  Identify appropriate  Oral Questioning
springs, struts, checklist  Written Tests
control arms and  Identify special tools  Project
linkages  Diagnosis procedures  Observation
 Use of Manufacture
Procedures
 Identify precautions
 Measurements and
Specifications
5. Inspect shock  Identify appropriate  Oral Questioning
absorbers checklist  Written Tests
 Identify special tools  Project
 Diagnosis procedures  Observation
 Use of Manufacture
Procedures
 Identify precautions
 Measurements and
 Specifications
6. Inspect leaf  Identify appropriate  Oral Questioning
springs checklist  Written Tests
 Identify special tools  Project
 Diagnosis procedures  Observation
 Use of Manufacture
Procedures
 Identify precautions

 Measurements and
Specifications
7. Inspect tires and  Identify appropriate  Oral Questioning
rims checklist  Written Tests
 Tire/Rim replacement  Project
procedures  Observation
 Tire/Rim repair procedures
 Diagnosis procedures
 Use of Manufacture
Procedures
 Identify precautions
 Measurements and
Specifications

Suggested Methods of Instruction

 Practical demonstration trainer.
 Practice by the trainees.
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector
 Guided learner activities to develop underpinning knowledge
 Industrial visits

Recommended Resources
Tools
 Comprehensive set of tools for inspecting steering and suspension systems
 Hoist/car lift
 Vehicle or trainer with Short Long Arm (SLA)
 Vehicle or trainer with Parallelogram Steering
 Vehicle or trainer with Struts
 Bearing remover
 Steering gear box
Materials and supplies
  Tire grease
 Tire plugs
 Tire patches
 Wheel weights
 Cotter pins
 Centre bolts
 Tires
 Rims
 Tire lube
 Grease
 Oil
 Power steering fluid
 Leaf spring
 Coil spring
 Steering pump
 Steering fluids
 Shock absorbers
Personal Protective Equipment
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Safety glasses
 Hard hat
 INSPECTING AUTOMOTIVE BRAKE SYSTEMS

UNIT CODE: ENG/CU/AUT/CR/4/3/A

RELATIONSHIP TO OCCUPATIONAL STANDARDS:

This unit addresses the unit of competency: Inspect Automotive Brake Systems
DURATION OF UNIT: 20 hours
UNIT DESCRIPTION
This unit describes the competencies required to inspect automotive brake systems. It
involves performing visual brake inspections and brake booster and reservoir
inspections, inspecting brake linings and pads, wheel cylinders, brake callipers, brake
disk/drums and hand brakes in an automotive service environment.

SUMMARY OF LEARNING OUTCOMES

1. Perform visual brake inspection
2. Perform visual brake booster and reservoir inspection
3. Inspect brake linings and pads
4. Inspect wheel cylinders
5. Inspect brake callipers
6. Inspect brake disk/drums
7. Inspect hand brake

Learning Outcomes, Content and Suggested Assessment Methods

Suggested Assessment
Learning Outcome Content
Methods

1. Perform visual  Identify appropriate checklist  Oral Questioning

brake inspection  Identify location of:  Written Tests
 Brake pads  Project
 Disc pads  Observation
 Booster units/design
 Master cylinder
 Brake lines/hydraulic
lines
 Brake pedestal
 Brake lights
2. Perform visual  Identify appropriate checklist  Oral Questioning
brake booster and  Identify location of brake  Written Tests
reservoir booster  Project
inspection  Identify:  Observation
 fluid levels
 leakage points
 colour of fluid
3. Inspect brake  Identify appropriate checklist  Oral Questioning
linings and pads  Manufacture procedures  Written Tests
 Lining types  Project
 Common problems  Observation
 Adjustments
 Measurements
 Tools
4. Inspect wheel  Identify appropriate checklist  Oral Questioning
cylinders  Manufacture procedures  Written Tests
 Types  Project
 Common problems  Observation
 Measurements
 Tools
5. Inspect brake  Identify appropriate checklist  Oral Questioning
calipers  Manufacture replacement  Written Tests
procedure  Project
 Types  Observation
 Common problems
 Common adjustments
 Measurements
 Tools
6. Inspect brake  Identify appropriate checklist  Oral Questioning
disk/drums  Manufacture replacement  Written Tests
procedures  Project
 Types  Observation
 Common problems
 Measurements
 Common adjustments
 Machining procedures
 Tools
7. Inspect hand  Identify appropriate checklist  Oral Questioning
brake  Manufacture replacement  Written Tests
procedures  Project
 Types  Observation
 Common problems
  Common adjustments
 Measurements
 Tools

Suggested Methods of Instruction

 Practical demonstration trainer
 Practice by the trainees
 Trainer facilitation of theory
 View related videos
 Trainer from the automotive service and repair sector
 Guided learner activities to develop underpinning knowledge
 Industrial visits

Recommended Resources
Tools
 Comprehensive set of tools for inspecting automotive brake systems (ABS).
Equipment
 Vehicle with operational brake system (non-ABS)
 Brake booster
 Wheel cylinder system
 Hydraulic callipers
 Brake bleeder kit
 Air compressor
 Engine stands
 Stoppers
 Hydraulic jack
 Braking system model
 Complete vehicle unit
 Hydraulic press
 Brake pressure tester
 Brake system bleeder
 Brake drum gauge
 Brake lathe
 Calliper
 Brake drum system
 Disc brake system
 Master cylinder
Materials and supplies
 Master cylinder
 Brake fluid
 Hydraulic lines
 Proportional valve
  Disc brakes
 Brake pads
 Rotor
 Brake Drums
 Brake shoes
 Sandpaper
Personal Protective Equipment
 Safety Shoes
 Gloves (pairs)
 Dust mask
 Ear muffs
 Ear plugs (sets)
 Dust Coat/Overall
 Safety glasses
 Hard hat