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Elements and Performance Criteria

1. Plan for the design of secondary isolation instructional documents
   • OHS practices/procedures and environmental and sustainable energy procedures, which may influence the design of secondary isolation instructional documents, are reviewed and determined.
   • Purpose of the design of secondary isolation instructional documents is established after data is analysed and expected outcomes of the work are confirmed with the appropriate personnel.
   • Organisational established procedures on policies and specifications for the design of secondary isolation instructional documents are obtained or established with the appropriate personnel.
   • Testing procedures are discussed with/directed to the appropriate personnel in order to ascertain the project brief.
   • Testing parameters are established from organisational established procedures on policies and specifications.
   • Equipment/tools and personal protective equipment are selected based on specified Performance Criteria and established procedures.
   • Work roles and tasks are allocated according to requirements and individuals’ competencies.
   • Work is prioritised and sequenced for the most efficient/effective outcome, completed within an acceptable timeframe to a quality standard and in accordance with established procedures.
   • Liaison and communication issues with other/authorised personnel, authorities, clients and land owners are resolved and activities coordinated to carry out work.
   • Risk control measures are identified, prioritised and evaluated against the work schedule.
   • Relevant work permits are secured to coordinate the performance of work according to requirements and/or established procedures.
2. Carry out the design of secondary isolation instructional documents
   • Circuit/systems modelling is used to evaluate alternative proposals as per established procedures.
   • OHS and sustainable energy principles, functionality and practices to reduce the incidents of accidents and minimise waste are incorporated into the project in accordance with requirements and/or established procedures.
   • Design of secondary isolation instructional documents decisions are made on the basis of safety and effective outcomes according to requirements and/or established procedures.
   • Mathematical and/or engineering models of the design of secondary isolation instructional documents are used to analyse the effectiveness of the finished project as per requirements and established procedures.
   • Technical advice is given regarding potential hazards, safety risks and control measures so that monitoring and preventative action can be undertaken and/or appropriate authorities consulted, where necessary, in accordance with requirements and established procedures.
   • Essential knowledge and associated skills are applied to analyse specific data and compare it with compliance specifications to ensure completion of the project within an agreed timeframe according to requirements.
   • Testing of the design of secondary isolation instructional documents is undertaken according to requirements and established procedures.
   • Work teams/groups are arranged/coordinated/evaluated to ensure planned goals are met according to established procedures.
   • Solutions to non-routine problems are identified and actioned, using acquired essential knowledge and associated skills, according to requirements.
   • Quality of work is monitored against personal performance agreement and/or established organisational and professional standards.
   • Strategic plans are developed incorporating organisation initiatives as per established procedures.
3. Complete the design of secondary isolation instructional documents
   • Final inspections of the design of secondary isolation instructional documents are undertaken to ensure they comply with all requirements and include all specifications and documentations needed to complete the project.
   • Appropriate personnel are notified of completion and reports and/or completion documents are finalised/commissioned.
   • Reports and/or completion documents are submitted to relevant personnel/organisations for approval and, where applicable, statutory or regulatory approval.
   • Approved copies of the design of secondary isolation instructional documents are issued and records are updated in accordance with established procedures.

Required Skills

Essential Knowledge and Associated Skills EKAS This describes the essential skills and knowledge and their level required for this unit Evidence shall show that knowledge has been acquired of designing secondary isolation instructional documents All knowledge and skills detailed in this unit should be contextualised to current industry practices and technologies KSTTSA Power systems secondary isolation instructional documents design KS01-TTS30A Power systems secondary isolation instructional documents - design Evidence shall show an understanding of power systems secondary isolation instructional documents design to an extent indicated by the following aspects T OHS enterprise responsibilities encompassing Provisions of relevant health and safety legislation Principles and practice of effective occupational health and safety management Management arrangements relating to regulatory compliance Enterprise hazards and risks control measures and relevant expertise required Characteristics and composition of workforce and their impact on occupational health and safety management Relevance of enterprise management systems to occupational health and safety management Analysis of working environment and design of appropriate occupational health and safety management systems Analysis of relevant data and evaluation of occupational health and safety system effectiveness Assess resources to establish and maintain occupational health and safety management systems T Secondary switchingisolation principles and sheet preparation encompassing Techniques in performing and demonstrating correct sequence of isolation andor restoration communications with appropriate authorities ensuring adequate protection remains in service to provide plant protection reading and interpreting drawings for switching isolating sheetinstruction preparation

Evidence Required

This provides essential advice for assessment of the unit of competency and must be read in conjunction with the Performance Criteria and the Range Statement of the unit of competency and the Training Package Assessment Guidelines The Evidence Guide forms an integral part of this Competency Standard Unit and shall be used in conjunction with all component parts of this unit and performed in accordance with the Assessment Guidelines of this Training Package

Overview of Assessment

Longitudinal competency development approaches to assessment such as Profiling require data to be reliably gathered in a form that can be consistently interpreted over time This approach is best utilised in Apprenticeship programs and reduces assessment intervention It is the Industrys preferred model for apprenticeships However where summative or final assessment is used it is to include the application of the competency in the normal work environment or at a minimum the application of the competency in a realistically simulated work environment It is recognised that in some circumstances assessment in part or full can occur outside the workplace However it must be in accord with Industry and Regulatory policy in this regard Methods chosen for a particular assessment will be influenced by various factors These include the extent of the assessment the most effective locations for the assessment activities to take place access to physical resources additional safety measures that may be required and the critical nature of the competencies being assessed The critical safety nature of working with electricity electrical equipment gas or any other hazardous substancematerial carries risk in deeming a person competent Hence sources of evidence need to be rich in nature so as to minimise error in judgment Activities associated with normal every day work have a bearing on the decision as to how much and how detailed the data gathered will contribute to its richness Some skills are more critical to safety and operational requirements while the same skills may be more or less frequently practiced These points are raised for the assessors to consider when choosing an assessment method and developing assessment instruments Sample assessment instruments are included for Assessors in the Assessment Guidelines of this Training Package

Critical aspects of evidence required to demonstrate competency in this unit
	Before the critical aspects of evidence are considered all prerequisites shall be met Evidence for competence in this unit shall be considered holistically Each element and associated Performance Criteria shall be demonstrated on at least two occasions in accordance with the Assessment Guidelines UET Evidence shall also comprise A representative body of Performance Criteria demonstrated within the timeframes typically expected of the discipline work function and industrial environment In particular this shall incorporate evidence that shows a candidate is able to Implement Occupational Health and Safety workplace procedures and practices including the use of risk control measures as specified in the Performance Criteria and range and Apply sustainable energy principles and practices as specified in the Performance Criteria and range and Demonstrate an understanding of the essential knowledge and associated skills as described in this unit to such an extent that the learners performance outcome is reported in accordance with the preferred approach namely a percentile graded result where required by the regulated environment and Demonstrate an appropriate level of employability skills and Conduct work observing the relevant Anti discrimination legislation regulations policies and workplace procedures and Demonstrated performance across a representative range of contexts from the prescribed items below
		Range of toolsequipmentmaterialsproceduresworkplacesother variables
		Group No	The minimum number of items on which skill is to be demonstrated	Item List
		A	Design secondary isolation instructional documents for four of the following substation equipment	Bus protection High impedance bus protection Feederline protection Transformer protection Earth fault protection Backup protection Pilot wire protection
		B	At least one occasion	Dealing with an unplanned event by drawing on essential knowledge and associated skills to provide appropriate solutions incorporated in the holistic assessment with the above listed items

Context of and specific resources for assessment

This unit should be assessed as it relates to normal work practice using procedures information and resources typical of a workplace This should include OHS policy and work procedures and instructions Suitable work environment facilities equipment and materials to undertake actual design of secondary isolation instructional documents Operational access to relevant plant protection or metering equipment scheme drawings manufactures specificationsmanuals and testing equipment In addition to the resources listed above in Context of and specific resources for assessment evidence should show demonstrated competency working in realistic environment and a variety of conditions

Method of assessment

This Competency Standard Unit shall be assessed by methods given in Volume Part Assessment Guidelines Note Competent performance with inherent safe working practices is expected in the Transmission Distribution and Rail Traction Industry This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learningassessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and associated skills described in this unit

Concurrent assessment and relationship with other units
	There are no concurrent assessment recommendations for this unit

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Range Statement

10) This relates to the unit of competency as a whole providing the range of contexts and conditions to which the Performance Criteria apply. It allows for different work environments and situations that will affect performance. This Competency Standard Unit shall be demonstrated in relation to the design of secondary isolation instructional documents. Tests may include: DC/AC measurements, error, continuity, noise level, return loss, spectrum analysis, radio on receiver sensibility, surveys - mobile phones/pager, end to end, line levels both in and out, transmitter power, transmitter frequency, transmitter deviation, receiver frequency and sensitivity, level and quality of demodulated output - audio/bit error rate, antenna sweep measurements, power and environmental conditions including emergency power plant. Diagnostic, testing and restoration may involve: Appropriate documentation relating to the protection device; Voltage, current and resistance measuring instruments; Microprocessor based diagnostic test equipment; Laptop computer and diagnostic software; Loop control test instruments. Complex testing refers to dielectric dissipation factors tests, partial discharge, applied and induced HV tests, CT and VT accuracy tests (calibration), watts loss, ratio confirmation tests, tests on interconnected equipment, sf6 tests. Testing and recording equipment could include: Digital bearer test equipment; Voice frequency analysers; RF mounting equipment; RF spectrum equipment; Multimeters; Communication testers; Transmission measuring sets; Directional couplers; Laptop computers. Test and recording equipment may include: Infrascan equipment; Phasing equipment; Recording meters; Trend monitoring equipment; Condition monitoring equipment; Diagnostic testing devices using computer hardware and software; Taplon sticks; Insulation and continuity test instruments; Voltage, resistance and current testers; Ductors; Ratio meters; Earth systems testing devices; Capacitor bridge meters; Doble Test sets devices; High voltage alternating current test sets; Scope meters; Clip on ammeters; Test plans for automatic relay testing SCADA systems used for developing and evaluating voltage regulation systems, circuit breaker reclosing systems, VAR’s monitoring and similar computer controlled diagnostic testing and recording. Test and recording equipment may include: AC/DC test sets; IR testers; earth resistance meters; cable fault location equipment; circuit breaker timers; recording equipment; devices utilising computer hardware and software; oil dielectric strength equipment; trend monitoring equipment; infrared thermographic equipment; schering bridge; partial discharge test equipment; double insulation test set; primary injection test sets; CT and VT calibration equipment and sf6 leakage testers. Computerised test equipment work may include, for example: Secondary injection test sets, primary test sets, insulation test sets, timing test sets, Circuit breaker test sets, magnetic test sets. The following constants and variables included in the element/Performance Criteria in this unit are fully described in the Definitions Section 1 of this volume and form an integral part of the Range Statement of this unit: Appropriate and relevant persons (see Personnel) Appropriate authorities Appropriate work platform Assessing risk Assessment Authorisation Confined space Diagnostic, testing and restoration Documenting detail work events, record keeping and or storage of information Drawings and specifications Emergency Environmental and sustainable energy procedures Environmental legislation Environmental management documentation Established procedures Fall prevention Hazards Identifying hazards Inspect Legislation MSDS Notification OHS practices OHS issues Permits and/or permits to work Personnel Quality assurance systems Requirements Testing procedures Work clearance systems

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