Elements and Performance Criteria

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.
Organisational requirements may include:
codes of practice, associated standards and guidance material for the handling and control of fluoride processes
organisational policies, manuals and induction programs
occupational health and safety requirements
Equipment and tools may include:
electronic monitoring and metering systems
recording systems
basic hand and power tools
sampling and laboratory testing equipment
computerised equipment
off-road vehicles, such as forklift trucks
organisation's communication equipment
Personal protective equipment may include:
that specified in MSDS
impervious rubber or plastic suits
elbow-length gloves, apron and boots with long-sleeved shirt and long trousers
for plants using dry fluoridating agents:
full face mask with type 3 respiratory filter or chemical goggles and a half mask with P3 type respiratory filter (AS/NZS 1715 Selection, Use and Maintenance of Respiratory Protective Devices)
for plants using liquid fluoridising agents:
full face shield or splash-proof safety goggles
Fluoridation processes may include:
solution feed such as:
sodium fluoride solution feed
sodium fluoride saturator system
dry chemical feeders, such as sodium fluorosilicate
acid feed systems
Tests may include:
fluoride residual analysis
ion selective electrodes
spectrophotometry/colorimetry, such as SPADNS method
Process data may include:
volume of water treated
quantity of fluoride added to the water
stock fluoride on hand
results of fluoride residual analyses
calculated average fluoride concentrations
Calculations may include:
average fluoride dosage or concentration
chemical dosing rate, given required fluoride dosage
fluoride dosage, given chemical dosing rate
Fluoridation chemicals may include:
sodium fluoride
sodium fluorosilicate
fluorosilicic acid

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 the Training Package.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
The candidate should demonstrate the ability to monitor, operate and report on fluoridation processes by:
scheduling work
selecting and using appropriate tools and equipment, including personal protective equipment
calculating average fluoride concentrations
collecting process samples and determining fluoride residuals
collecting and reporting process data
preparing and applying fluoride dosing safely
completing log sheets
Context of and specific resources for assessment
Access to the workplace and resources including:
documentation that should normally be available in a water industry organisation
relevant codes, standards and government regulations
Where applicable, physical resources should include equipment modified for people with disabilities.
Access must be provided to appropriate learning and assessment support when required.
Assessment processes and techniques must be culturally appropriate, and appropriate to the language and literacy capacity of the candidate and the work being performed.
Validity and sufficiency of evidence requires that:
competency will need to be demonstrated over a period of time reflecting the scope of the role and the practical requirements of the workplace
where the assessment is part of a structured learning experience the evidence collected must relate to a number of performances assessed at different points in time and separated by further learning and practice
a decision of competence should only be made when the assessor has complete confidence in the person's competence over time and in various contexts
all assessment that is part of a structured learning experience must include a combination of direct, indirect and supplementary evidence
where assessment is for the purpose of recognition (RCC/RPL), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time
assessment can be through simulated project-based activity and must include evidence relating to each of the elements in this unit
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge. Questioning will be undertaken in a manner appropriate to the skill levels of the operator and cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.