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. 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.
Economic issues may include:
costs and benefits of various options
public and private ownership
costing models
increased costs of new developments
Social issues may include:
land resumption
cost of water supply
damage to ecosystems
equity issues
political exploitation
Water includes:
water in a watercourse, lake or spring
underground water
overland flow water
water that has been collected in a dam
wastewater of domestic, commercial, industrial or agricultural origin
Community attitudes may include:
revulsion or fear of contamination
fear of diseases
resistance to change
Legislation, regulations and policies relevant to the State or Territory may include:
Environmental Protection and Biodiversity Conservation Act 1999
relevant state and territory environmental protection legislation
relevant water legislation and regulations
Australian Drinking Water Guidelines
water recycling guidelines
water quality guidelines
National Water Quality Management Strategy
Sustainability may include:
replenishment of resources
maintaining resources
assault on diminishing resource
Water and wastewater sustainability objectives may include:
sustainable use of water
drinking water safety
water recycling
long-term certainty of sources
Sustainability issues may include:
leakage
evaporation
sewer mining
grey water use
recycling
intelligent use
alternatives
Alternative water sources may include:
stormwater
bore water
brackish water
process water
Range of uses may include:
irrigation
aquaculture
industry
fire fighting
recreation
domestic
replenishing raw surface water or groundwater resources
Model sustainable water systems may include examples that are:
specific to locations (e.g. Australia, Singapore, Israel and California)
specific to industries (e.g. paper, cooling and food processing)
existing or planned
local and international
Australian and International benchmarks may include:
data from existing systems
published research

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 analyse and identify solutions to issues such as the sustainable use of water, drinking water safety and quality, water recycling and the effectiveness of wastewater treatment including:
analysing complex technical, social and legislative issues affecting water sustainability
determining water and wastewater treatment options
researching and reviewing information and developing evidence-based recommendations for the development of relevant policies relating to environmental sustainability
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.