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 | Analyse installation/repair specification | 1.1 | Determine personnel access requirements |
| 1.2 | Determine equipment and material access requirements |
| 1.3 | Determine lifting and positioning requirements |
| 1.4 | Determine site restrictions |
| 1.5 | Determine restrictions caused by the refractory and/or job |
| 1.6 | Compile installation system requirements |
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2 | Develop scaffolding requirements | 2.1 | Calculate required size of work platforms |
| 2.2 | Calculate load and load distribution on scaffold |
| 2.3 | Identify appropriate load bearing surfaces for scaffold base |
| 2.4 | Identify tie points for scaffold, if any |
| 2.5 | Select appropriate scaffold type for application |
| 2.6 | Develop draft scaffold specification |
| 2.7 | Check compliance of draft specification with regulations |
| 2.8 | Develop scaffolding requirements in liaison with a licensed scaffolder or scaffold supplier |
| 2.9 | Identify scaffold related health, safety and environmental (HSE) hazards |
| 2.10 | Determine appropriate hazard controls |
| | 2.11 | Check for discrepancies or conflicts and take appropriate action |
|
3 | Develop lifting and/or supporting requirements | 3.1 | Calculate loads to be lifted/supported |
| 3.2 | Calculate loads on supports and running gear |
| 3.3 | Determine support needs during placement of refractory or equipment |
| 3.4 | Calculate impact on loads of placement needs |
| 3.5 | Determine design loads |
| 3.6 | Select appropriate lifting/supporting means |
| 3.7 | Check compliance with any relevant regulation |
| 3.8 | Modify scaffold specification if required |
| 3.9 | Identify lifting/supporting related HSE hazards |
| 3.10 | Determine appropriate hazard controls |
| | 3.11 | Check for discrepancies or conflicts and take appropriate action |
| | 3.12 | Prepare lifting/supporting specification |
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4 | Ensure installation system complies with specification | 4.1 | Liaise with contractors and others to ensure specifications are understood |
| 4.2 | Implement checking mechanisms to ensure system complies with specification |
| 4.3 | Take appropriate action on non-conformances as required |
| 4.4 | Report during project as required |
| 4.5 | Complete end of project documentation on completion |
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:
analyse and interpret technical reports, technical specifications, data and repair specifications
determine detailed specifications covering all systems needed to implement the installation to meet specifications
monitor conformance of the installation systems to specifications and take action on non-conformances
complete project documentation and reports
communicate technical information verbally and in writing/drawings
communicate with internal and external stakeholders, including one or more of:
customer representatives
technical experts
regulators
management
refractory designer
refractory installer
materials and equipment suppliers
contractors
apply complex and/or theoretical mathematical calculations, statistics
solve complex problems within or arising from the repair design and/or installation.
Must provide evidence that demonstrates knowledge relevant to their job sufficient to fulfil their job role, including knowledge of:
properties of all common refractory materials
common installation methods
point vs. distributed loads
mechanics of levers, pulleys and jacks
structures, moments and beam reactions
tension, compression, shear and torsion
application and limitations of lifting/hoisting/supporting systems, including:
gin wheel
scaffold crane
elevator
scissor lift
fixed hoist
scaffolding design and construction
application and limitations of types of scaffolding, including:
trestle scaffold
tower scaffold
putlog scaffold
independent scaffold
working platforms
types of restrictions caused by refractory/job, including:
fragility preventing use as a footing
need to refractory clad area being used for support
lack of tie points
low coefficient of friction making it unsuitable for support
calculations relevant to specifications
project planning and management
regulatory framework
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.