The Range Statement provides advice to interpret the scope and context of this unit of competency, allowing for differences between enterprises and workplaces. It relates to the unit as a whole and facilitates holistic assessment. The following variables may be present in the delivery and assessment of this particular unit.

Health and safety procedures may include:
Emergency, fire and accident.
Hazard identification and control.
Use of personal protective clothing and equipment.
Safe lifting and manual handling.
Avoidance of overuse injury.
Security of chemicals, equipment, machinery, people.
Safe use of electrical equipment.
Safe use of chemicals and toxic substances.
Access to College safety monitoring systems.

Emergency situations may include:
Bomb threat.
Accidents.
Fire.
Robbery.
Floods.
Earthquakes.
Equipment breakdown.
Chemical spills.

Work hazards may include:
Hazardous substances.
Occupational overuse injury.
Back injury and muscle strain.
Hearing/vision impairment.
Stress.
Live electricity.
Noise/sound levels.
Water and chemicals.
Dust and airborne hazards.
Falls.
Adverse weather conditions.

Measures to prevent injury or impairment may include:
Apply all recommended safety procedures.
Adopting correct posture.
Taking adequate rest breaks.
Controlling noise levels and length of exposure to noise.
Avoiding eye strain and exposure to risks to vision.
Using personal protective equipment eg: earmuffs.
Access to recent OSH publications.
Access to College OSH policy procedures and practices.
Undertaking appropriate training before using chemicals, equipment and tools.

Critical aspects of evidence [evidence critical to assessing competency in this time]:
Describe location of selected national or state occupational health and safety legislation relevant to art and craft practices.
College OHS policy and codes of practice apply to the art and craft workplace.
Describe potential hazards in the art and craft workplace.
Description of College emergency reponse procedures.
Describe strategies to minimize and control hazards in the art and craft workplace.
Knowledge of designated OSH personnel in the Visual Art and Craft department.
Knowledge of how to report risks, and provide feedback on health and safety issues, procedures and practices in the Visual Art and Craft department.
Knowledge of Australian standard safety signage used in the Visual Art and Craft department.
Describe location of MSDS.

Resource implications:
Access to appropriate documentation and resources.
Access to operation manuals and other safety literature.
Access to workplace occupational health and safety information.
Access to resources specific to safety and hazards in the art and craft studios and workshops.
Access to computer and on-line learning facilities.
Access to overhead data projection facilities for computer and hard-copy visuals.
Access to video and slide projection facilities.

Consistency in performance:
Assessment modes and events are varied.
Evidence assessed over a period of time.
Assessment includes appropriate range of variables.

Context of assessment:
Competency demonstrated by meeting the performance criteria, including criteria outlined in the range statement and evidence guide.
Assessment reinforces integration of the key competencies (see below).

Evidence gathering methods may include:
Completion of checklists and tests.
Oral and written responses.
Practical demonstrations.
Compilation of a file of documentation.
On-line assessment.
Computer assessment.

Key competencies are built into all workplace competencies. The table below describes those applicable to this unit. Trainers and assessors should ensure that they are addressed.

Key Competencies

NB: These levels do not relate to the Australian Qualifications Framework. They relate to the seven areas of generic competency that underpin effective workplace practices.

* Collect analyse and organise information (Level 1)
* Communicate ideas and information (Level 1)
* Plan and organise activities (Level 1)
* Work with others and in teams (Level 1)
* Use mathematical ideas and techniques (Level 1)
* Solve problems (Level 1)
* Use technology (Level 1)

Three levels of performance denote level of competency required at perform a task.

1. Perform 2. Administer and manage 3. Design and evaluate

Performance Level 1 describes the competency needed to undertake activities efficiently and with sufficient self-management to meet the explicit requirements of the activity and to make judgements about the quality of outcome against established criteria.

Performance Level 2 describes the competency needed to manage activities requiring the selection, application and integration of a number of elements and to select from established criteria to judge quality of process and outcome.

Performance Level 3 describes the competency needed to evaluate and reshape processes, to establish and use principles in order to determine appropriate ways of approaching activities, and to establish criteria for judging quality of process and outcome.