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.
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1 | Plan own work requirements | 1.1 | Interpret plans, designs or product specifications |
| 1.2 | Identify work requirements from job specifications |
| 1.3 | Identify quantity and quality of materials required |
| 1.4 | Identify tools, equipment and workspace required to complete project |
|
2 | Plan mould construction | 2.1 | Plan sequence of operations |
| 2.2 | Have design approved as necessary according to enterprise specifications |
| 2.3 | Organise workspace |
| 2.4 | Plan for disposal of waste material |
| 2.5 | Assemble required personal protective equipment (PPE) |
|
3 | Construct moulds or patterns | 3.1 | Construct initial rough assembly |
| 3.2 | Establish shape to project dimensions |
| 3.3 | Apply filler/surfacer materials |
| 3.4 | Finish to required standard |
| 3.5 | Provide vacuum/vent passages |
|
4 | Produce sample product from moulds | 4.1 | Produce test sample products |
| 4.2 | Check dimensions and finish against specifications |
| 4.3 | Check and correct any faults |
|
5 | Anticipate and solve problems | 5.1 | Recognise a problem or a potential problem |
| 5.2 | Determine problems needing priority action |
| 5.3 | Refer problems outside area of responsibility to appropriate person, with possible causes |
| 5.4 | Solve problems within area of responsibility |
| 5.5 | Seek information and assistance as required to solve problems |
| 5.6 | Follow through items initiated until final resolution has occurred |
Evidence required to demonstrate competence in this unit must be relevant to and satisfy the requirements of the elements and performance criteria and demonstrate the ability to:
read and interpret product specifications, designs, plans, material labels and safety data sheets (SDS)
plan the mould/pattern construction and sequence tasks
construct and finish mould/pattern to meet specifications
produce sample product from mould/pattern and review conformity to specifications
make adjustments to mould/pattern to remedy faults and non-conformity
identify hazards and apply relevant hazard controls
apply safety procedures
apply housekeeping procedures
apply waste management procedures
distinguish between causes of problems, including:
operational problems
instrument failure/malfunction
electrical failure/malfunction
mechanical failure/malfunction
wrong readings/measurements
equipment design deficiencies
materials properties
incorrect materials
process abnormalities
procedural errors
recognise and prioritise problems requiring action
resolve routine and non-routine problems
communicate effectively with team/work group and supervisors
complete workplace records
do basic arithmetical manipulations, including additions, subtractions, divisions, fractions and percentages.
Must provide evidence that demonstrates knowledge relevant to their job sufficient to operate independently and to solve routine and non-routine problems, including knowledge of:
basic characteristics and property differences of common mould and product materials
types of finish/surfaces and how to achieve them
factors which may affect product quality or production output and appropriate remedies
characteristics of materials and their behaviour in relation to mould construction, process conditions and stages of production
key requirements of the product which impact on the mould construction
product quality specifications
impact of variations in raw materials and equipment operation in relation to final product
possible changes to materials properties to better suit specific process requirements
routine and non-routine problems that may arise, the range of possible causes and appropriate actions
organisation procedures relevant to the work environment/job role
hierarchy of control
hazards that may arise in the job/work environment and:
their possible causes
potential consequences
appropriate risk controls.
The unit should be assessed holistically and the judgement of competence shall be based on a holistic assessment of the evidence.
The collection of performance evidence is best done from a report and/or folio of evidence drawn from:
a single project which provides sufficient evidence of the requirements of all the elements and performance criteria
multiple smaller projects which together provide sufficient evidence of the requirements of all the elements and performance criteria.
A third-party report, or similar, may be needed to testify to the work done by the individual, particularly when the project has been done as part of a project team.
Assessment should use a real project in an operational workplace. Where this is not possible or where personal safety or environmental damage are limiting factors assessment must occur using a sufficiently rigorous simulated environment that reflects realistic operational workplace conditions. This must cover all aspects of workplace performance, including environment, task skills, task management skills, contingency management skills and job role environment skills.
Assessment in a simulated environment should use evidence collected from demonstration of skills and one or more of:
walk-throughs
pilot plant operation
industry-based case studies/scenarios
‘what ifs’.
Knowledge evidence may be collected concurrently with performance evidence or through an independent process, such as workbooks, written assessments or interviews.
Assessment processes and techniques must be appropriate to the language, literacy and numeracy requirements of the work being performed and the needs of the candidate.
Conditions for assessment must include access to all tools, equipment, materials and documentation required, including relevant workplace procedures, product and manufacturing specifications associated with this unit.
The regulatory framework will be reflected in workplace policies and procedures and is not required to be independently assessed.
Foundation skills are integral to competent performance of the unit and should not be assessed separately.
Assessors must satisfy the assessor competency requirements that are in place at the time of the assessment as set by the VET regulator.
In addition the assessor or anyone acting in subject matter expert role in assessment shall demonstrate both technical competency and currency. If the assessor cannot demonstrate technical competency and currency they shall assess with a subject matter expert who does meet these requirements.
Technical competence can be demonstrated through one or more of:
relevant VET or other qualification/Statement of Attainment
appropriate workplace experience undertaking the type of work being assessed under routine and non-routine conditions
appropriate workplace experience supervising/evaluating the type of work being assessed under routine and non-routine conditions
Currency can be demonstrated through one or more of:
being currently employed undertaking the type of work being assessed
being employed by the organisation undertaking the type of work being assessed and having maintained currency in accordance with that organisation’s policies and procedures
having consulted/had contact with an organisation undertaking the type of work being assessed within the last twelve months, the consultation/contact being related to assessment
conducting on the job training/assessments of the type of work being assessed
being an active member of a relevant professional body and participating in activities relevant to the assessment of this type of work.