Unit of competency details

MEM26006A - Mark and cut out sheets for composite use (Release 1)


Usage recommendation:
Is superseded by and equivalent to MEM26006 - Mark and cut out sheets for composite useSupersedes and is equivalent to MEM26006A Mark and cut sheets for composite use 25/Jun/2019

ReleaseRelease date
1 1 (this release) 16/Mar/2012


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 030305 Materials Engineering  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 030305 Materials Engineering  07/Aug/2012 
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Modification History

Release 1

New unit

Unit Descriptor

This unit of competency covers the skills and knowledge required to orient, mark out, create templates/lay flats for reinforcing, including woven, non-woven, pre-preg, cores, filler material, and so on.

Application of the Unit

The marking out/cutting out of sheets used for composites can be significantly different to the marking out/cutting out of other materials, such as metals. Sheets used in composite fabrication often have significant directionality which must be considered. As a result of this composite design often includes different physical properties in one direction to another and so sheets must be marked and cut to align the required directional properties of the product with those of the sheets used in the fabrication.

Marking out/cutting out may be undertaken by an individual or a team. The mark out/cut out may be for use by the composites tradesperson themselves or they may be doing it to support production personnel. It may be undertaken in a workshop or factory environment or in the field and may be used to manufacture new products, prototypes and samples, or to make repairs.

Licensing/Regulatory Information

Not applicable.


Not applicable.

Employability Skills Information

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


Interpret product requirements


Determine requirements of final products


Determine requirements of sheet material to be used


Identify process to be used to fabricate product


Develop geometric shape, as required


Develop lay flats for regular solid rectilinear shapes


Develop lay flats for regular curved/circular shapes


Develop lay flats for transition pieces


Develop lay flats for complex 3-D shapes


Orient required shape to suit directional differences of sheet


Identify directional properties in sheet


Identify sheet-related directional requirements of product


Identify orientations and alignments of lay flats with sheet


Mark out and cut sheet, as required


Identify and control hazards


Place lay flat on sheet as required


Arrange lay flats to minimise waste


Prevent lay flat moving while in use


Mark sheet, if required, using lay flat


Cut sheet to meet requirements


Store templates/lay flats, as required


Clean lay flats after use, as required


Label lay flat using identification protocol


Record required directionality information with lay flat


Store lay flats according to procedures


Complete logs and reports, as required

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills 

Required skills include:

  • interpreting drawings and procedures
  • using hand tools and power tools
  • operating computer numeric controlled (CNC) machines
  • measuring and marking out
  • communicating with appropriate people
  • performing basic computations

Required knowledge 

Required knowledge includes:

  • orientation of plies/reinforcing
  • direction of fibres (e.g. unidirectional, quad directional and on bias)
  • weaves (e.g. plain, twill and satin)
  • use for curves and compound curves
  • creating patterns for a lay flat
  • 3-D development of shapes

Evidence Guide

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.

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

It is essential that the process and equipment be understood and that the importance of critical material properties, settings and readings is known. Competence must be demonstrated in the ability to recognise and analyse potential situations requiring action and then in implementing appropriate corrective action.

Consistent performance should be demonstrated. In particular look to see that:

  • marks and cut outs are correct for shape
  • directionality is observed
  • other sheet properties are observed, as relevant.

Competence must be demonstrated in the operation of all ancillary equipment to the level required for this unit of competency.

Context of and specific resources for assessment 

Assessment will require the marking and cutting out of a range of suitable sheets used in reinforced composite fabrication.

Assessment will occur over a range of situations which will include disruptions to normal, smooth operation.

Method of assessment 

A single assessment event is not appropriate. On-the-job assessment should be included as part of the assessment process wherever possible. Where assessment occurs off the job, judgement must consider evidence of the candidate's performance in a productive work environment that includes a sufficient range of appropriate tasks and materials to cover the scope of application for this unit.

Assessors should gather a range of evidence that is valid, sufficient, current and authentic. Evidence can be gathered through a variety of ways, including direct observation, supervisor's reports, project work, samples and questioning. Questioning techniques should not require language, literacy and numeracy skills beyond those required in this unit of competency.

The candidate must have access to all tools, equipment, materials and documentation required. The candidate must be permitted to refer to any relevant workplace procedures, product and manufacturing specifications, codes, standards, manuals and reference materials.

Guidance information for assessment 

Assessment processes and techniques must be culturally appropriate and appropriate to the language and literacy capacity of the candidate and the work being performed.

Range Statement

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.


Procedures may be written, verbal, computer-based or in some other form, and may include:

  • all work instructions
  • standard operating procedures
  • formulas/recipes
  • batch sheets
  • temporary instructions
  • any similar instructions provided for the smooth running of the plant
  • good operating practice as may be defined by industry codes of practice (e.g. Responsible Care) and government regulations


Sheets include:

  • reinforcing:
  • woven
  • non-woven
  • pre-preg
  • cores
  • timber, such as MDF and plywood
  • filler material

Requirements of final product 

Requirements of final product may be determined from various sources, including:

  • drawings
  • product specifications
  • customer requests
  • descriptions of required use of product

Requirements of sheet material 

Requirements of sheet material include:

  • strength
  • flexibility/rigidity
  • thickness
  • density
  • directionality
  • drape
  • operating temperature

Lay flats 

Lay flats (templates) are the geometric development of 3-D shape into a 2-D template which will allow the 3-D shape into be fabricated from a 2-D sheet. The lay flat may not take into account the required directionality.

Lay flats may be:

  • physical (e.g. board and sheet metal)
  • virtual (e.g. coordinates and laser beam)

Regular rectilinear shapes 

Regular rectilinear shapes include:

  • rectangular prisms
  • cubes
  • portions of prisms and cubes
  • similar shapes

Regular curved shapes 

Regular curved shapes include:

  • cylinders
  • spheres
  • segments of cylinders and spheres
  • similar shapes

Transition pieces 

Transition pieces include:

  • cones
  • pyramids
  • portions of cones and pyramids
  • square to round
  • tee piece
  • lobster back
  • similar shapes

Complex 3-D shapes 

Complex 3-D shapes include:

  • other 3-D shapes which may need to be fabricated and which may be composed of a number of components of the above shapes


Alignment may make reference to:

  • warp
  • weft
  • selvedge
  • other features of the sheet

Alignment also includes:

  • the nesting of lay flats to optimise the use of materials and minimise waste

Logs and reports 

Logs and reports may be:

  • paper or electronic based
  • verbal reports
  • items found which require action

Appropriate action 

Appropriate action includes:

  • determining problems needing action
  • determining possible fault causes
  • rectifying problem using appropriate solution within area of responsibility
  • following through items initiated until final resolution has occurred
  • reporting problems outside area of responsibility to designated person

Typical problems 

Typical problems may include:

  • identifying directionality in sheet
  • identify a feature to provide alignment
  • products requiring multidirectional properties

Health, safety and environment (HSE) 

All operations to which this unit applies are subject to stringent HSE requirements, which may be imposed through state/territory or federal legislation, and these must not be compromised at any time. Where there is an apparent conflict between Performance Criteria and HSE requirements, the HSE requirements take precedence

Unit Sector(s)


Custom Content Section

Not applicable.