Modification History
Not applicable.
Unit Descriptor
Unit descriptor |
This unit of competency covers the ability to manage the day-to-day running of science teaching laboratories and the preparation of practical experiments, demonstrations and field trips. |
Application of the Unit
Application of the unit |
This unit of competency is applicable to technical assistants and technical officers working in the secondary and tertiary education sectors. It also applies to zoos, aquariums and museums that run education programs. Personnel are required to assess and treat risks associated with practical activities. Some personnel may have the additional role of fire warden, first aid officer or occupational health and safety (OHS) representative. They may also have other skills, such as boating, SCUBA diving or trade qualifications. They may work autonomously but are required to liaise closely with teaching staff about the design and scheduling of practical activities. Industry representatives have provided case studies to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. These are found at the end of this unit of competency under the section 'This competency in practice'. |
Licensing/Regulatory Information
Not applicable.
Pre-Requisites
Prerequisite units |
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Employability Skills Information
Employability skills |
This unit contains employability skills. |
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Ensure safe work practices |
1.1. Organise and perform risk assessments to identify hazards and analyse risks associated with planned practical activities 1.2. Select and implement appropriate controls for identified risks and monitor their effectiveness 1.3. Ensure preparation and conduct of practical activities are performed in accordance with relevant regulations, codes, guidelines and enterprise procedures 1.4. Select, fit and use personal protective clothing and equipment and ensure that it is used by students and teachers 1.5. Ensure materials and equipment are handled, prepared, stored and disposed of safely 1.6. Address incidents and emergencies as they arise |
2. Plan work schedule |
2.1. Plan schedule of classes and demonstrations in consultation with teaching staff to ensure timely delivery 2.2. Communicate effectively with staff and students using appropriate negotiation and conflict resolution skills 2.3. Prioritise work activities and manage time to meet deadlines 2.4. Modify work plan to deal with contingencies as they arise |
3. Organise experiments and demonstrations |
3.1. Collect materials and equipment from appropriate sources 3.2. Perform pre-use checks, prepare material and equipment and organise ready for use 3.3. Demonstrate practical skills, techniques and use of materials and equipment, as required 3.4. Organise clean-up operations and recycling or disposal of wastes 3.5. Trial experiments and demonstrations and recommend variations or alternatives |
4. Manage resources |
4.1. Operate practical activities within approved budgets 4.2. Maintain and control stocks of materials and equipment 4.3. Maintain storerooms, preparation areas and laboratories fit for purpose 4.4. Evaluate and select materials and equipment and make recommendations for purchase 4.5. Order, receive and store materials and equipment using enterprise procedures 4.6. Organise quotes and bookings for transport and accommodation for field trips, as necessary 4.7. Service and/or repair laboratory equipment where feasible 4.8. Arrange for the servicing or repair of equipment by appropriate personnel or accredited service agents, as necessary |
Required Skills and Knowledge
REQUIRED SKILLS AND KNOWLEDGE |
This section describes the skills and knowledge required for this unit. |
Required skills |
Required skills include:
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Required knowledge |
Required knowledge includes:
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Evidence Guide
EVIDENCE GUIDE |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Assessors should ensure that candidates can:
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Context of and specific resources for assessment |
This unit of competency is to be assessed in the workplace or simulated workplace environment. This unit of competency may be assessed with:
Resources may include:
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Method of assessment |
The following assessment methods are suggested:
In all cases, practical assessment should be supported by questions to assess underpinning knowledge and those aspects of competency which are difficult to assess directly. Where applicable, reasonable adjustment must be made to work environments and training situations to accommodate ethnicity, age, gender, demographics and disability. Access must be provided to appropriate learning and/or assessment support when required. The language, literacy and numeracy demands of assessment should not be greater than those required to undertake the unit of competency in a work like environment. |
This competency in practice |
Industry representatives have provided the case studies below to illustrate the practical application of this unit of competency and to show its relevance in a workplace setting. Education (1 ) A biology class returns from a short excursion where pond water samples have been collected. The teacher plans for the students to identify some of the common microscopic organisms present in the samples and conduct a range of tests for pH, electrical conductivity, turbidity and the presence of nitrates. The teaching assistant prepares, checks and calibrates the monitoring equipment and sets out ten microscopes with clean slides, cover slips and transfer pipettes together with waste buckets and bags for collection of biological material. A sharps container is set out for broken slides and cover slips. At the end of the class, the assistant cleans, checks and stows the microscopes and collects the waste material for disposal. The assistant disposes of the waste according to enterprise procedures. Education (2 ) A technical officer has responsibility for the technical support of practical classes in two laboratories. Every semester, he/she prepares a detailed schedule for all classes and field trips in collaboration with the teaching staff. This involves a careful assessment of risks and implementation of controls for each kind of activity to ensure that the institution meets its OHS and environmental management responsibilities. The schedule must also satisfy the science department budget constraints, seasonal variations and the availability of key staff and items of equipment. The officer's daily routine involves the preparation of all equipment, experiments and demonstrations for classes, the checking of equipment before and after its use, general cleaning and maintenance of equipment and work areas and the maintenance of stock levels. |
Range Statement
RANGE STATEMENT |
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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. |
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Codes of practice |
Where reference is made to industry codes of practice, and/or Australian/international standards, it is expected the latest version will be used |
Standards , codes , procedures and /or enterprise requirements |
Standards, codes, procedures and/or enterprise requirements may include:
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Hazards |
Hazards may include:
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Hazard control measures |
Hazard control measures may include:
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Risk assessment |
Risk assessment includes:
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Hierarchy of control |
Hierarchy of control includes:
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Typical materials |
Typical materials may include:
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Typical equipment |
Typical equipment may include:
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Incidents and emergencies |
Incidents and emergencies may include:
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Contingencies |
Contingencies may include:
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Sources of materials and equipment |
Sources of materials and equipment may include:
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Demonstration of techniques and use of equipment |
Demonstration of techniques and use of equipment may involve:
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Resource management |
Resource management may include:
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Occupational health and safety (OHS ) and environmental management requirements |
OHS and environmental management requirements:
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Unit Sector(s)
Unit sector |
Communication/organisation |
Competency field
Competency field |
Co-requisite units
Co-requisite units |
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