|General guide for scope, context and level for the purpose of learning and assessment:
Lifting equipment and tackle includes chain blocks; lever hoists; air hoists; winches; derricks, slings, rope, shackles, eye bolts, spreader and equalising beams, clamps, pulley systems, pull lifts, jacks, sliding shoes, rollers, tirfors.
Knowledge of slinging methods.
Standard formulas for calculation of mass of final loads in the hook.
Techniques for evaluating ground conditions and overhead hazards.
Methods and measures for the safe control of loads during lifting procedure.
Materials and methods used for fixing, anchoring, bracing, supporting and securing loads.
Visual identification of winch defects.
Cleaning of lifting equipment.
Statutory requirements include OHS Act and local authority requirements.
Worksite practices include but are not limited to written and/or verbal procedures.
Environment contexts include but are not limited to:
Manufacturing and Engineering (Metals, Plastics, Tyre and Rubber, Electrical Power Generation, Automotive Manufacturing).
Chemical and Petrochemical.
Transport (Maritime, Road, Rail and Aviation).
Civil Engineering and Construction.
Food and Beverages.
Other engineering-related industry sectors.
The learner should be able to:
Work autonomously with minimal supervision and according to worksite and manufacturer specifications and occupational safety, health and environmental legislation.
Work in a workshop, plant or underground environment with varying levels of light, space and safety risks.
Work in a team environment.
Reference to legislative requirements cover a broad context, and may include Occupational, Health and Safety Act; Driven Machinery Act; Mine Health and Safety Act; The Maritime Occupational Safety Regulations, 1994.
Safe control and storage, includes maintaining a record of usage, cleaning and general storage methods.
Formal, informal learning and RPL can be obtained for this unit standard.
The learner should be assessed under supervision.
Level (for Level 2).
A learning programme leading to the awarding of this unit standard should develop learners who demonstrate:
Ability to carry out moderate tasks that are familiar.
Ability to offer a clear choice of routine responses.
Basic operational knowledge base as indicated in the embedded knowledge component and that are readily available.
An understanding of known solutions to familiar problems with little generation of new ideas.
Ability to work under direct supervision with some responsibility.
|Assessors should keep the following general principles in mind when designing and conducting assessments against this unit standard:
Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessments at title level are unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the candidate is able to perform in the real situation.
Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the candidate can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, directness, authenticity, sufficiency, openness and consistency.
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