This unit covers the competency required to join timber by constructing joints using hand and portable power tools
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
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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 and apply 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: prevent damage to goods, equipment and products maintain required production output and product quality minimise the risk of injury to self and others Select appropriate joint types for the furniture item Utilise at lease three different adhesive types To produce a minimum of four different joint types as specified in the Range Statement in accordance with industry standards on tolerances with at least two produced substantially by hand operations Work effectively with others Modify activities to cater for variations in workplace contexts and environment |
Resource Implications | Timber, chisels, mallets, mortise gauges, vernier dial calipers, vices, dovetail saws, planes, files and drills. |
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 will generally 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 carpet installation 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.
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Required skills |
collect, organise and understand information related to work orders, basic 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 back tracking, 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, estimate carpet requirements and other material requirements use pre-checking and inspection techniques to anticipate installation problems, avoid reworking and avoid wastage use the limited workplace technology related to the installation of conventional unjoined carpet, including tools, equipment, calculators and measuring devices |
Required knowledge |
characteristics, properties and selection criteria of adhesives used capabilities and limitations of tools used matching requirements of adhesives and fasteners to timbers/materials used workflow in relation to the furniture items being made or repaired |
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. | |
Joints include: | dowel mortise and tenon dovetail lap joint biscuit joint finger joint housing joint mitre and bridle joints |
Unit context | Work involves the use of tools to create hand made timber joints Workplace health and safety requirements may include: OH&S legislation, building codes, material safety management systems, hazardous and dangerous goods codes and local safe operating procedures or equivalent Work is carried out in accordance with legislative obligations, organisation insurance requirements, environment legislation, and manual handling procedures and relevant regulations |
Tools and equipment are to include: | chisels mallets mortise gauges vernier calipers vices dovetail saws tenon saws coping saws planes files hand drills power drills dowel jigs and power routers |
Tools and equipment may also include: | portable biscuit machines power planers power saws and power sanders |
Timbers may include: | indigenous and overseas timbers |
Workplace requirements include: | visual appearance tolerance gaps or play in joints and strength |
Quality requirements include: | alignment neatness firmness and acceptable tolerances |
Personal protective equipment | Personal protective equipment is to include that prescribed under legislation, regulation and enterprise policies and practices |
Information and procedures | Workplace procedures relating to the use and operation of tools Production planning figures Work instructions, including job sheets, plans, drawing and designs Workplace procedures relating to reporting and communication Manufacturers' instructions for the use of equipment and materials |
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 |
|---|---|---|---|
| Workplace health and safety requirements, including personal protection needs, are observed throughout the work | |||
| Tools, equipment and materials are selected and checked prior to use to ensure that they are appropriate for the work, serviceable and in a safe condition | |||
| Product purpose, furniture style and joint type are identified from workplace documentation | |||
| Tools, adhesives and fasteners are selected to match the joint type | |||
| Cutting and joining lines are marked out to suit joint type | |||
| Measurements and calculations are checked for accuracy to ensure quality outcomes | |||
| Timber is joined in accordance with workplace requirements | |||
| Fasteners and adhesives are used to make joints firm where required | |||
| Finished joint is checked against quality requirements | |||
| Unused materials are stored or recycled as required | |||
| Tools and equipment are cleaned and stored appropriately | |||
| Work area is cleaned and rubbish disposed of appropriately | |||
| Workplace documentation and/or reports are completed |
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: