Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

AURT310166A Mapping and Delivery Guide
Repair hydraulic braking systems

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency AURT310166A - Repair hydraulic braking systems
Description This unit covers the competence required to carry out repairs to hydraulic braking systems and/or associated components, including air over hydraulic systems and hand or parking brake systems.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The unit includes identification and confirmation of work requirement, preparation for work, testing of braking systems and analysis of results, repairing of hydraulic braking systems and associated components and completion of work finalisation processes, including clean-up and documentation.This unit does not cover ABS control, see unit AURE321471A Service and repair electronically controlled anti-lock braking systems.This unit of competence applies to the following and should be contextualised to the qualification to which it is being applied:light vehicles, heavy vehicles, motorcycle, trailers and outdoor power equipment.This unit does not apply to ABS electronic control systems.Work requires individuals to demonstrate judgement and problem-solving skills in managing own work activities and contributing to a productive team environment.Work is carried out in accordance with award provisions.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare to undertake repairs
  • Nature and scope of work requirements are identified and confirmed
  • Operating principles of braking systems, including effects of inertia explained and understood
  • OH&S requirements, including individual State/Territory regulatory requirements and personal protection needs are observed throughout the work
  • Procedures and information such as workshop manuals and specifications, and tooling, are sourced
  • Method options are analysed and those most appropriate to the circumstances are selected and prepared
  • Technical and/or calibration requirements for braking system repairs are sourced and support equipment is identified and prepared
  • Warnings in relation to working with braking systems are observed, including friction material fibres and stored energy devices
       
Element: Conduct brake testing and analyse results
  • Methods for tests are implemented in accordance with road safety legislation, workplace procedures and manufacturer/component supplier specifications
  • Test results are compared with manufacturer/component supplier specifications to indicate compliance or non-compliance
  • Results are documented with evidence and supporting information and recommendation(s) made
  • Report is processed in accordance with workplace procedures
       
Element: Repair brake systems and/or associated components
  • Methods for repair are implemented in accordance with workplace procedures and manufacturer/component supplier specifications
  • Adjustments made during the repair are in accordance with manufacturer/component supplier specifications
       
Element: Prepare vehicle for use or storage
  • Repair schedule documentation is completed
  • Final inspection is made to ensure protective guards, safety features and cowlings are in place
  • Final inspection is made to ensure work is to workplace expectations
  • Vehicle is cleaned for use or storage to workplace expectations
  • Job card is processed in accordance with workplace procedures
       


Evidence Required

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.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

It is essential that competence in this unit signifies ability to transfer competence to changing circumstances and to respond to unusual circumstances in the critical aspects of:

observing safety procedures and requirements

communicating effectively with others involved in or affected by the work

selecting methods and techniques appropriate to the circumstances

completing preparatory activity in a systematic manner

conducting repair in accordance with workplace and manufacturer/component supplier requirements

interpreting test results

completing repair of braking systems and associated components within workplace timeframes

presentation of vehicle to customer in compliance with workplace requirements

Context of, and specific resources for assessment

Application of competence is to be assessed in the workplace or simulated worksite

Assessment is to occur using standard and authorised work practices, safety requirements and environmental constraints

Assessment is to comply with regulatory requirements, including Australian Standards

The following resources should be made available:

workplace location or simulated workplace

material relevant to the repair of hydraulic braking systems

equipment, hand and power tooling appropriate to the repair of hydraulic braking systems

activities covering mandatory task requirements

specifications and work instructions

Method of assessment

Assessment must satisfy the endorsed assessment guidelines of the automotive industry's RS&R Training Package

Assessment methods must confirm consistency and accuracy of performance together with application of underpinning knowledge

Assessment must be by direct observation of tasks, with questioning on underpinning knowledge and it must also reinforce the integration of key competencies

Assessment may be applied under project related conditions and require evidence of process

Assessment must confirm a reasonable inference that competence is able not only to be satisfied under the particular circumstance, but is able to be transferred to other circumstances

It is preferable that assessment reflects a process rather than an event and occurs over a period of time to cover varying quality circumstances. Evidence of performance may be provided by customers, team leaders/members or other persons subject to agreed authentication arrangements

Competence in this unit may be assessed in conjunction with other functional units which together form part of the holistic work role

Guidance information for assessment


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


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

apply research and interpretive skills sufficient to locate, interpret and apply manufacturer/component supplier procedures, workplace policies and procedures

apply analytical skills for identification and analysis of technical information

apply plain English literacy and communication skills in relation to dealing with customers and team members

apply questioning and active listening skills for example when obtaining information from customers

apply oral communication skills sufficient to convey information and concepts to customers

apply planning and organising skills to work activities, including making good use of time and resources, sorting out priorities and monitoring own performance

interact effectively with other persons both on a one-to-one basis and in groups, including understanding and responding to the needs of a customer and working effectively as a member of a team to achieve a shared goal

establish safe and effective work processes which anticipate and/or resolve problems and downtime, to systematically develop solutions to avoid or minimise reworking and avoid wastage

use mathematical ideas and techniques to correctly calculate time, assess tolerances, apply accurate measurements, calculate material requirements and establish quality checks

use workplace technology related to repair of hydraulic braking systems and associated components, including the use of specialist tooling and equipment, electronics, measuring equipment, computerised technology and communication devices and the documenting/recording of results)

Required knowledge

A working knowledge of:

OH&S and environmental regulations/requirements, equipment, material and personal safety requirements

dangers of working with testing equipment

operating principles of hydraulic braking systems and components and their relationship to each other

types and layout of service/repair manuals (hard copy and electronic)

testing procedures

repair procedures

enterprise quality procedures

work organisation and planning processes

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.

Repair methods

Methods include:

road/site testing, pressure testing, electrical testing

visual, aural and functional assessments (including damage, corrosion, fluid leaks, wear)

fluid types for specific applications

Other system components

Other system components may include disc pads, master cylinders, brake shoes, brake callipers, brake hoses, brake actuators and mechanical devices

OH&S

OH&S requirements are to be in accordance with legislation/regulations/codes of practice and enterprise safety policies and procedures. This may include protective clothing and equipment, use of tooling and equipment, workplace environment and safety, handling of material, use of fire fighting equipment, enterprise first aid, hazard control and hazardous materials and substances

Personal protective equipment

Personal protective equipment is to include that prescribed under legislation/regulation/codes of practice and workplace policies and practices

Safe operating procedures

Safe operating procedures are to include, but are not limited to operational risk assessment and treatments associated with vehicular movement, toxic substances, electrical safety, machinery movement and operation, manual and mechanical lifting and shifting, working in proximity to others and site visitors

Emergency procedures

Emergency procedures related to this unit are to include but may not be limited to emergency shutdown and stopping of equipment, extinguishing fires, enterprise first aid requirements and site evacuation

Environmental requirements

Environmental requirements are to include but are not limited to waste management, noise, dust and clean-up management

Quality requirements

Quality requirements are to include, but are not limited to regulations, including Australian Standards, internal company quality policy and standards and enterprise operations and procedures

Statutory/regulatory authorities

Statutory/regulatory authorities may include Federal, State/Territory and local authorities administering acts, regulations and codes of practice

Tooling and equipment

Tooling and equipment may include hand tooling, meters, gauges, bleeding and brake testing devices and dust extraction equipment

Materials

Materials may include brake fluids, spare parts and cleaning materials

Communications

Communications are to include, but are not limited to verbal and visual instructions and fault documenting and may include site specific instructions, written instructions, plans or instructions related to job/task, telephones and pagers

Information/documents

Sources of information/documents may include:

verbal or written and graphical instructions, signage, work schedules/plans/specifications, work bulletins, memos, material safety data sheets, diagrams or sketches

safe work procedures related to the repair of hydraulic braking systems and associated components

regulatory/legislative requirements pertaining to automotive industry, including Australian Design Rules

engineer's design specifications and instructions

organisation work specifications and requirements

instructions issued by authorised enterprise or external persons

Australian Standards

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.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Nature and scope of work requirements are identified and confirmed 
Operating principles of braking systems, including effects of inertia explained and understood 
OH&S requirements, including individual State/Territory regulatory requirements and personal protection needs are observed throughout the work 
Procedures and information such as workshop manuals and specifications, and tooling, are sourced 
Method options are analysed and those most appropriate to the circumstances are selected and prepared 
Technical and/or calibration requirements for braking system repairs are sourced and support equipment is identified and prepared 
Warnings in relation to working with braking systems are observed, including friction material fibres and stored energy devices 
Methods for tests are implemented in accordance with road safety legislation, workplace procedures and manufacturer/component supplier specifications 
Test results are compared with manufacturer/component supplier specifications to indicate compliance or non-compliance 
Results are documented with evidence and supporting information and recommendation(s) made 
Report is processed in accordance with workplace procedures 
Methods for repair are implemented in accordance with workplace procedures and manufacturer/component supplier specifications 
Adjustments made during the repair are in accordance with manufacturer/component supplier specifications 
Repair schedule documentation is completed 
Final inspection is made to ensure protective guards, safety features and cowlings are in place 
Final inspection is made to ensure work is to workplace expectations 
Vehicle is cleaned for use or storage to workplace expectations 
Job card is processed in accordance with workplace procedures 

Forms

Assessment Cover Sheet

AURT310166A - Repair hydraulic braking systems
Assessment task 1: [title]

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:


Assessment Record Sheet

AURT310166A - Repair hydraulic braking systems

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: