Unit of competency details

Unit Descriptor 

1 )

1 .1 ) Descriptor 

This unit covers the use of drawings, diagrams, cable schedules, standards, codes and specifications as they apply to the various electrotechnology work functions. It encompasses the rudiments for communicating with schematic, wiring and mechanical diagrams and equipment and cable/connection schedules, manuals, site and architectural drawings and plans showing the location of services, apparatus, plant and machinery and understanding the use and format of compliance standards and job specifications.

1 .2 ) License to practice 

During Training : Competency development activities are subject to regulations directly related to licencing, occupational health and safety and where applicable contracts of training such as apprenticeships.

In the workplace : The application of the skills and knowledge described in this unit require a license to practice in the workplace where work is carried out on electrical equipment or installations which are designed to operate at voltages greater than 50 V a.c. or 120 V d.c.

Other conditions may apply under State and Territory legislative and regulatory requirements.

Prerequisite Unit (s )

2 )

2 .1 ) Competencies 

Granting competency in this unit shall be made only after competency in the following unit(s) has/have been confirmed.

UEENEEE101A

Apply Occupational Health and Safety regulations, codes and practices in the workplace

Employability Skills 

3 )

This unit contains Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged will assist in identifying Employability Skill requirements.

Application of the Unit 

4 )

4 .1 ) General Application 

This unit applies to competency development entry-level employment based programs incorporated in approved contracts of training.

4 .2 ) Importation 

RTOs wishing to import this unit into any qualification under the flexibility provisions of NQC Training Package Policy

6 ) Elements describe the essential outcomes of a unit of competency

Performance criteria describe the required performance needed to demonstrate achievement of the Element. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1

Prepare to use drawings, diagrams, schedules and manuals.

1.1

Established OHS risk control measures and procedures are followed.

1.2

The need for drawings, diagrams, schedules or manuals is determined from the nature of the work to be undertaken.

1.3

Established routines and procedures are followed to obtain drawings, diagrams, schedules or manuals required for the work to be undertaken.

2

Use drawings, diagrams, schedules and manuals to obtain job information.

2.1

Drawings, diagrams, schedules and/or manuals are selected, appropriate to the work being undertaken.

2.2

Drawings, diagrams and schedules are interpreted using knowledge of drawing layouts, conventions and symbols.

2.3

Dimensions are extracted from drawings and diagrams for application to work undertaken.

2.4

Location of equipment is determined from equipment schedules and location diagrams.

2.5

Manuals are reviewed to ascertain their format and where information relevant to the work to be undertaken is located.

2.6

Information given in manuals is interpreted in relation to the work to be undertaken.

3

Use drawings, diagrams, schedules and manuals to convey information and ideas.

3.1

Drawing conventions are used in neat freehand drawings to convey information and ideas to others involved in the work to be undertaken.

3.2

Drawing conventions are used to neatly correct freehand original job drawing to show final 'as-installed' arrangement.

3.3

Corrected drawings are forwarded to appropriate person(s) in accordance with established procedures.

4

Prepare to use compliance standards, codes and specifications.

4.1

Compliance Standards and Codes that apply to particular disciplines are sought and obtained.

4.2

The format of compliance Standards and Codes that apply to particular disciplines are reviewed and understood.

4.3

The purpose and format and typical content of job specifications are reviewed and understood.

REQUIRED SKILLS AND KNOWLEDGE 

7)  This describes the essential skills and knowledge and their level, required for this unit.

Evidence shall show that knowledge has been acquired of safe working practices and using drawings, diagrams, cable schedules, standards, codes and specifications.

The knowledge and skills shall be contextualised to current industry standards, technologies and practices.

KS01-EE107A Drawings, diagrams and schedules 

Evidence shall show an understanding of drawings, diagrams and schedules used in electrotechnology work to an extent indicated by the following aspects:

T1 Architectural drawings encompassing:

• site plans, floor plans detailed drawings and standard drawings
• architectural floor plan to determine the power and lighting or communications / audio/ video layouts required in a domestic installation
• site plan to locate the service point, consumers mains, communication services, main switchboard, distribution boards and/or builders supplies.
• standard drawing scales to determine the actual lengths represented by dimensions on an architectural drawing.
• reading and interpretation of floor plans to determine the location of the electrical/ communication/audio accessories and appliances.
• Australian standard symbols used on floor plans to show the location of the accessories and appliances as detailed in an electrical schedule.

T2 Electrical drawings encompassing:

• types of electrical drawings: block, circuit, wiring and ladder diagrams
• purpose and application of block, circuit, wiring diagrams and ladder diagrams
• Australian standard symbols used to represent components on electrical diagrams.
• conventions used in and the features of circuit diagrams
• converting a circuit diagram to a wiring diagram
• identification of cable type, origin and route from a cable schedule.
• developing a cable schedule for a given installation.

T3 Circuit diagrams encompassing:

• purpose of circuit diagrams in the electrotechnology industry
• conventions used in and the features of circuit diagrams
• sketching basic circuit diagrams
• common symbols used in circuit diagram (Australian Drawing Standard AS/NZS 1102)
• developing switching charts to identify the terminals of various types of switches
• connecting equipment using circuit diagrams.

T4 Wiring diagrams encompassing:

• purpose of wiring diagrams in the electrotechnology industry
• conventions used in and the features of wiring diagrams
• sketching basic wiring diagrams
• common symbols used in wiring diagram (Australian Drawing Standard AS/NZS 1102)
• connecting equipment using wiring diagrams.

T5 Building construction drawings and diagrams encompassing:

• building types: timber frame, brick veneer, double brick and metal frame.
• identification of different types of: footings, floors, external walls, roofs, interior walls
• typical cable routes through buildings, structures and premises
• sequence of each constructional stage for brick, brick veneer and timber cottages
• identification of the stages at which the electrical/communications - first and second fixing occurs in the constructional sequence
• areas of cooperation between electrical/communications and other building trades

KS02-EE107A Introduction to regulations, compliance standards and codes 

Evidence shall show an understanding of regulations, compliance standards and codes that apply to electrical work to an extent indicated by the following aspects:

T1 Regulation for undertaking electrical work encompassing:

• scope of work covered by licensing in the electrotechnology industry (Electrical licensing)
• legislative requirements for ensuring electrical or electronic equipment is safe i.e. compliance requirements of electrical installations

T2 Standards philosophy and format encompassing:

• performance verses prescriptive requirements
• purpose of technical standards and their development
• role of standards Australia/New Zealand, International Organisation for Standardisation (ISO) and the International Electrotechnical Commission (IEC)
• how standards are used in compulsory and accreditation compliance schemes.
• arrangement and use of technical standards in relation to electrical and electronic work
• how to read and apply a standard.
• Standards and codes that apply to all types of electrical installations
• Standards include Standards mandated under regulation (e.g. Wiring Rules) or by an authority, deemed-to-comply standard and local service requirements (e.g. Service rules).
• Codes include those applicable to electrical safe working practices and some aspects of the Building Code of Australia.

T3 Purpose, format and content of typical job specifications encompassing:

• NATSPEC specification system - provide the most common templates on which job specification are written.

EVIDENCE GUIDE 

9 ) The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

The Evidence Guide forms an integral part of this unit. It must be used in conjunction with all parts of the unit and performed in accordance with the Assessment Guidelines of this Training Package.

Overview of Assessment 

9 .1 )

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 industry-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 accordance with industry and regulatory policy.

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 substance/material carries risk in deeming a person competent. Sources of evidence need to be 'rich' in nature to minimise error in judgment.

Activities associated with normal everyday 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 practised. 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 

9 .2 )

Before the critical aspects of evidence are considered all prerequisites must 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 - UEE07'. Evidence shall also comprise:

• A representative body of work performance 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 statement
• Apply sustainable energy principles and practices as specified in the performance criteria and range statement
• Demonstrate an understanding of the essential knowledge and associated skills as described in this unit. It may be required by some jurisdictions that RTOs provide a percentile graded result for the purpose of regulatory or licensing requirements.
• Demonstrate an appropriate level of skills enabling employment
• Conduct work observing the relevant Anti Discrimination legislation, regulations, polices and workplace procedures

• Demonstrated consistent performance across a representative range of contexts from the prescribed items below:

• Use drawings, diagrams, schedules, standards, codes and specifications as described in 8) Range and including:

A

Identifying drawings, diagrams, schedules and manuals relevant to the work to be undertaken.

B

Interpreting drawings, diagrams, schedules and manuals correctly.

C

Using correct conventions in freehand drawings.

D

Giving correct information in freehand drawings.

E

Obtaining compliance Standards and Codes applicable to particular disciplines

F

Reviewing and understanding the format of compliance Standards and Codes that apply to particular disciplines

G

Reviewing the format and content of typical job specifications.

H

Dealing with unplanned events

Context of and specific resources for assessment 

9 .3 )

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 work as prescribed in this unit.

These should be used in the formal learning/assessment environment.

Note:

Where simulation is considered a suitable strategy for assessment, conditions for assessment must be authentic and as far as possible reproduce and replicate the workplace and be consistent with the approved industry simulation policy.

The resources used for assessment should reflect current industry practices in relation to using drawings, diagrams, schedules and manuals.

Method of assessment 

9 .4 )

This unit shall be assessed by methods given in Volume 1, Part 3 'Assessment Guidelines'.

Note:
Competent performance with inherent safe working practices is expected in the Industry to which this unit applies. This requires that the specified essential knowledge and associated skills are assessed in a structured environment which is primarily intended for learning/assessment and incorporates all necessary equipment and facilities for learners to develop and demonstrate the essential knowledge and skills described in this unit.

Concurrent assessment and relationship with other units 

9 .5 )

For optimisation of training and assessment effort, competency development in this unit may be arranged concurrently with units covering the use of drawings, diagrams, schedules, standards, codes or specifications is required.

RANGE STATEMENT 

8 ) This relates to the unit 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 unit shall be demonstrated in relation to assembly, installation, fault finding, maintenance or development work functions in any of the following disciplines:

• Appliances
• Business equipment
• Computers
• Data Communications
• Electrical
• Electrical Machines
• Electronics
• Fire protection
• Instrumentation
• Refrigeration and Air Conditioning
• Renewable / sustainable energy, and
• Security technology

Generic terms used throughout this Vocational Standard shall be regarded as part of the Range Statement in which competency is demonstrated. The definition of these and other terms that apply are given in Volume 2, Part 2.1.

2 .2 ) Literacy and numeracy skills 

Participants are best equipped to achieve competency in this unit if they have reading, writing and numeracy skills indicated by the following scales. Description of each scale is given in Volume 2, Part 3 'Literacy and Numeracy'

Reading

3

Writing

3

Numeracy

3

Competency Field 

5 )

Electrotechnology