This unit covers the competency to safely remove surface coatings by hand or chemical means in preparation for the application of new surface coatings.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Nil
This unit contains employability skills.
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package. | |
Critical Aspects of Evidence | Interpret work order and locate relevant information Apply safe handling requirements for equipment, products and materials, including use of personal protective equipment Follow work instructions, operating procedures and inspection practices to: minimise the risk of injury to self or others prevent damage to goods, tools, equipment or products maintain required production output and product quality Remove surface coating from timber and metal surfaces, and apply appropriate techniques to remove coatings from flat, vertical, carved and curved surfaces, using a minimum of four different removal techniques and materials Work effectively with others Modify activities to cater for variations in workplace contexts |
Resource Implications | Range of surfaces to be removed, removal methods, tools, equipment and consumables. |
Method of Assessment | Assessment methods must confirm consistency of performance over time and in a range of workplace relevant contexts. Assessment should be by direct observation of tasks and questioning on underpinning knowledge. Assessment should be conducted over time and may be in conjunction with assessment of other units of competency. |
Context of Assessment | Assessment may occur on the job or in a workplace simulated facility with relevant process equipment, materials, work instructions and deadlines. |
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
|
Required skills |
collect, organise and understand information related to hardware identification and selection, work orders, plans and safety procedures communicate ideas and information to enable confirmation of work requirements and specifications, coordination of work with site supervisor, other workers and customers, and the reporting of work outcomes and problems plan and organise activities, including the preparation and layout of the worksite and the obtaining of equipment and materials to avoid any backtracking, workflow interruptions or wastage work with others and in a team by recognising dependencies and using cooperative approaches to optimise workflow and productivity use mathematical ideas and techniques to correctly complete measurements, calculate area and estimate material requirements use pre-checking and inspection techniques to anticipate removal problems, avoid reworking and avoid wastage use the limited workplace technology related to the selection and application, including hardware options, tools, equipment and measuring devices |
Required knowledge |
workflow in relation to the removal of surface coatings the types, properties and characteristics of coatings coating removal techniques, materials, applications and limitations material safety management systems |
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included. | |
Unit context | OHS requirements include legislation, building codes, material safety management systems, hazardous substances and dangerous goods code and local safe operating procedures Work is carried out in accordance with legislative obligations, environmental legislation, relevant health regulations, manual handling procedures and organisation insurance requirements Work requires individuals to demonstrate some discretion, judgement and problem solving skills in the removal of surface coatings |
Coated surfaces may include but are not limited to: | solid timber manufactured board metal |
Tools and equipment may include, but are not limited to: | liquid containers brushes scrapers scrubbing brush steel wool sanding blocks heat guns high pressure water cleaners dipping tanks stainless steel stripping bench iron plane chisels power sanders air compressor and hoses |
Materials to be used may include but are not limited to: | caustic soda thinners turpentine methylated spirits gun wash gel stripper putties hot water glues abrasive paper |
Personal protective equipment | Personal protective equipment is to include that prescribed under legislation, regulations and enterprise policies and practices |
Information and procedures | Workplace procedures relating to the use of tools and equipment Work instructions, including job sheets, plans, drawings and designs Workplace procedures relating to reporting and communication Manufacturer specifications and operational procedures |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
| Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
|---|---|---|---|
| Materials safety data sheets and/or product application and safety information are read and used to inform work practices | |||
| OHS requirements, including ventilation requirements and personal protection needs, are observed throughout the work | |||
| Surface coating is tested to identify the type of material and methods required remove the coating | |||
| Tools, equipment and materials suitable for the removal tasks are selected and checked for safe operation/application | |||
| Accessories and consumables are identified for the removal tasks | |||
| Sequence of work is identified, maximising potential of any chemical for the removal operation | |||
| Equipment, chemicals and abrasives are used within manufacturer specifications and workplace procedures | |||
| Surface coating is removed according to workplace procedures and specifications | |||
| Surfaces are inspected to ensure removal of surface coating is to workplace standard | |||
| Defects found after removal of surface coating are dealt with and/or reported in accordance with workplace procedures | |||
| Item is stored and labelled ready for next process | |||
| Equipment is cleaned and inspected for serviceable condition and stored appropriately | |||
| Unserviceable equipment is tagged, faults are identified and appropriate personnel are informed | |||
| Chemicals and other materials are stored or disposed of correctly according to regulations | |||
| Work area is cleaned ready for next process or task |
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: