Elements and Performance Criteria

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. Add any 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.
Where reference is made to industry codes of practice, and/or Australian/international standards, the latest version must be used.
Context
This competency unit includes the design of relevant elements of polybutylene (PB), polypropylene (PP), crosslinked polyethylene (PEX), A1/PEX composites, polyvinylidenefluoride (PVDF) and chlorinated PVC (CPVC) pressure pipeline components. The end applications include pipelines used for transmission of water based fluids at elevated temperatures.
Procedures
All operations are performed in accordance with procedures.
Procedures include all relevant workplace procedures, work instructions, temporary instructions and relevant industry and government codes and standards. These may include
AS/NZS 2642
AS/NZS 2492
AS/NZS 4176.
Tools and equipment
This competency includes use of equipment and tools such as:
measurement devices including pressure gauges, times, temperature probes, calipers, and computer based monitors
calculators
relevant safety equipment
comprehensive work instructions.
Hazards
Typical hazards include:
high pressure fluids
hazardous cleaning fluids
pipe material handling
heavy stationary and moving machinery
cutting and heating components.
Problems
Anticipate and solve problems means resolve a wide range of routine and non-routine problems, using product and process knowledge to develop solutions to problems which do not have a known solution/a solution recorded in the procedures.
Typical process and product problems may include
variable material, and pipes and components as supplied
variable field site conditions
limitations in available data on specific job requirements.

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.
Overview of assessment
A holistic approach should be taken to the assessment.
Assessors must be satisfied that the person can consistently perform the unit as a whole, as defined by the Elements, Performance Criteria and skills and knowledge.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
It is essential that the design meets the requirements of the standard.
Assessment method and context
Assessment will occur using industrial PB, PEX, PP, Al/PEX composites, PVDF, CPVC and other relevant plastic pipes and components and equipment and will be undertaken in a work-like environment.
Competence in this unit may be assessed:
by use of an appropriate, industrial equipment, situations and polymers
in a situation allowing the generation of evidence of the ability to recognise, anticipate and solve problems
by use of a suitable simulation and/or a range of case studies/scenarios
by a combination of these techniques.
In all cases it is expected that practical assessment will be combined with targeted questioning to assess the underpinning knowledge and theoretical assessment will be combined with appropriate practical/simulation or similar assessment. Assessors need to be aware of any cultural issues that may affect responses to questions.
Assessment processes and techniques must be culturally appropriate and appropriate to the oracy, language and literacy capacity of the assessee and the work being performed.
Specific resources for assessment
This section should be read in conjunction with the Range Statement for this unit of competency. Resources required include suitable access to an operating plant or equipment that allows for appropriate and realistic simulation. A bank of case studies/scenarios and questions will also be required to the extent that they form part of the assessment method. Questioning may take place either in the workplace, or in an adjacent, quiet facility such as an office or lunchroom. No other special resources are required.
Access must be provided to appropriate learning and/or assessment support when required. Where applicable, physical resources should include equipment modified for people with disabilities.